Need for approval from others and face concerns as predictors of interpersonal conflict outcome in 29 cultural groups.

The extent to which culture moderates the effects of need for approval from others on a person's handling of interpersonal conflict was investigated. Students from 24 nations rated how they handled a recent interpersonal conflict, using measures derived from face-negotiation theory. Samples varied in the extent to which they were perceived as characterised by the cultural logics of dignity, honour, or face. It was hypothesised that the emphasis on harmony within face cultures would reduce the relevance of need for approval from others to face-negotiation concerns. Respondents rated their need for approval from others and how much they sought to preserve their own face and the face of the other party during the conflict. Need for approval was associated with concerns for both self-face and other-face. However, as predicted, the association between need for approval from others and concern for self-face was weaker where face logic was prevalent. Favourable conflict outcome was positively related to other-face and negatively related to self-face and to need for approval from others, but there were no significant interactions related to prevailing cultural logics. The results illustrate how particular face-threatening factors can moderate the distinctive face-concerns earlier found to characterise individualistic and collectivistic cultural groups.

People respond with different moral emotions to violations in different relational models: A cross-cultural comparison.

Consonant with a functional view of moral emotions, we argue that morality is best analyzed within relationships rather than in individuals, and use Fiske's (1992) theory of relational models (RMs: communal sharing [CS], authority ranking [AR], equality matching [EM], and market pricing [MP]) to predict that violations in different RMs will arouse different intensities of other-blaming emotions (anger, contempt and disgust) in both observers and victims, together with different intensities of self-blaming emotions (shame and guilt) in perpetrators, and to predict that these patterns of emotion will show similarity across both individuals and cultures. Three studies, using vignettes portraying moral violations in all RMs in different experimental designs, supported these expectations, while also producing some unexpected results. The intensity of shame and guilt varied markedly across RMs, but with little difference between the two emotions. The intensity of all 3 other-blaming emotions also varied across RMs. Anger was the most intense emotional response to violation in all RMs, whereas disgust and contempt were stronger in CS than in other RMs. Disgust and shame were linked more strongly in CS than in other RMs, and anger and guilt were more strongly linked than other emotion pairs in EM. Moral emotions in RMs involving hierarchy (AR and MP) differed widely depending on the perpetrator's dominant or subordinate status. Both Turkish (TR) and English-speaking (EN) samples showed similar patterns of all moral emotions across RMs. Understanding the functions of moral emotions in relationships using relational models can help to clarify multiple aspects of moral psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Pathways to a more peaceful and sustainable world: The transformative power of children in families.

This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

Learned helplessness, therapy, and personality traits: an experimental study.

The authors investigated 3 aspects of the learned helplessness (LH) phenomenon: the induction of helplessness in humans by a new instrumental task, the effects of a therapy technique that relies on direct retroactive reevaluation of the helplessness experience, and the role of personality characteristics in both helplessness induction and therapy. The sample consisted of 92 Turkish Bogaziçi University undergraduates, 42 men and 50 women. The authors exposed 2 experimental groups to an LH induction by presenting them with an unsolvable maze task; 1 group received therapy afterward, and the other group did not. There were also 2 control groups: a group that received only a solvable version of the maze and another group that received no treatment. Before the experimental procedure, all participants completed the Turkish version of the NEO-Five Factor Inventory (FFI). The authors evaluated picture-rating and anagram-solving performances to differentiate the cognitive and emotional deficits of LH. Results of the factorial analyses of variance and the Wilcoxon signed ranks test supported the success of both the helplessness induction and the therapy technique. Although no significant gender differences were found in the effects of the helplessness-induction and therapy procedures, correlation analyses revealed that individual differences, particularly in the interaction between gender and personality characteristics, can have an important impact on LH and on the capacity to benefit from therapy.