Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries

In spite of the importance of the topic, there are few comparative studies of the aims of history teaching, even in Europe. Domain- specific epistemic beliefs are relevant for understanding the teach- ing and learning of history and the development of deliberative thought. We studied epistemic beliefs in the context of the gen- eral aims of history teaching. The respondents were 633 history teachers from ten countries (Austria, Belarus, Estonia, Finland, France, Germany, Italy, Israel, the Netherlands and Serbia) who rated the importance of 12 specified teaching aims and responded to four claims regarding epistemic beliefs. Three meaningful clus- ters of teaching aims were identified: critical thinking and devel- opment; moral virtues and patriotism; and historical consciousness. History teachers in ten countries were classified within these clusters. There were significant differences among the clusters in terms of the three epistemic beliefs. The results are discussed in the contexts of the countries studied.Peer reviewe

Leader Fairness and Employees’ Trust in Coworkers: The Moderating Role of Leader Group Prototypicality

In this article, the association between perceived supervisor fairness and trust in coworkers as a collective entity is studied. Based on identity-related theories on fairness, trust and leader effectiveness it was hypothesized that perceived supervisor distributive, procedural and interactional fairness are positively and more strongly related to employee trust in their coworkers if the supervisor is highly group prototypical rather than less group prototypical. An empirical study, conducted with 176 employees within 30 work groups, supported this hypothesis. Fairness of a less group prototypical supervisor was not associated with trust in coworkers, whereas especially unfairness of the group prototypical supervisor was detrimental for trust in coworkers. The study concludes that leader’s prototypicality might not work as a substitute for fairness, as some recent studies have suggested, when the outcome is not directly related to the assessment of the leader. Thus, leaders should not count on the trust they earn by being group prototypical but they should also aim at fairness. Implications for collective distrust theory (Kramer, 1994; 1998) are also discussed.Peer reviewe

Miten tutkia sosiaalisia representaatioita?

Sosiaalisten representaatioiden tutkimuksessa tarkastellaan tyypillisesti arkiymmärryksen muodostumista ja sisältöä ihmisille ajankohtaisista ja merkittävistä ilmiöistä kuten ilmastonmuutoksesta, luomuruoasta, Euroopan unionista tai erilaisista terveyteen ja sairauteen liittyvistä teemoista kuten mielenterveydestä, masennuksesta tai AIDSista. Lähestymistapa ohjaa kiinnittämään huomioita erilaisiin tiedonvälitys- ja kommunikaatiomuotoihin ja siihen, miten sosiaalinen konteksti, ryhmäjäsenyydet ja yhteisön historia vaikuttavat arkiymmärryksen syntyyn. Kyseessä on paradigma, jolla on omat vahvat tutkimusperinteensä ja runsas menetelmällinen arsenaali. Tässä artikkelissa tarkastelemme, minkälaisia metodologisia edellytyksiä ja mahdollisuuksia sosiaalisten representaatioiden lähestymistapa asettaa tutkijalle. Esittelemme erilaisia aineistonkeruu- ja analyysimenetelmiä, jotka alan tutkimuksessa ovat vakiintuneita mutta anglosaksisessa tiedemaailmassa toistaiseksi melko vähän hyödynnettyjä, kuten sana-assosiaatiot ja visuaaliset aineistonkeruu- ja analyysitavat.Peer reviewe

Sosiaaliset representaatiot : yhteisön ja mielen välinen silta

Peer reviewe

Social representations of trust among teachers and principals in Cameroonian, Indian, and Finnish schools

Peer reviewe

Perceptions of the appropriate response to norm violation in 57 societies

An Author Correction to this article: DOI: 10.1038/s41467-021-22955-x.Norm enforcement may be important for resolving conflicts and promoting cooperation. However, little is known about how preferred responses to norm violations vary across cultures and across domains. In a preregistered study of 57 countries (using convenience samples of 22,863 students and non-students), we measured perceptions of the appropriateness of various responses to a violation of a cooperative norm and to atypical social behaviors. Our findings highlight both cultural universals and cultural variation. We find a universal negative relation between appropriateness ratings of norm violations and appropriateness ratings of responses in the form of confrontation, social ostracism and gossip. Moreover, we find the country variation in the appropriateness of sanctions to be consistent across different norm violations but not across different sanctions. Specifically, in those countries where use of physical confrontation and social ostracism is rated as less appropriate, gossip is rated as more appropriate.Peer reviewe

Anger and disgust shape judgments of social sanctions across cultures, especially in high individual autonomy societies

When someone violates a social norm, others may think that some sanction would be appropriate. We examine how the experience of emotions like anger and disgust relate to the judged appropriateness of sanctions, in a pre-registered analysis of data from a large-scale study in 56 societies. Across the world, we find that individuals who experience anger and disgust over a norm violation are more likely to endorse confrontation, ostracism and, to a smaller extent, gossip. Moreover, we find that the experience of anger is consistently the strongest predictor of judgments of confrontation, compared to other emotions. Although the link between state-based emotions and judgments may seem universal, its strength varies across countries. Aligned with theoretical predictions, this link is stronger in societies, and among individuals, that place higher value on individual autonomy. Thus, autonomy values may increase the role that emotions play in guiding judgments of social sanctions