Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement

Students' educational outcomes are predicted by their noncognitive characteristics, including Big Five personality domains. Although theories of teaching and learning suggest that teacher noncognitive characteristics also impact student outcomes, such characteristics are rarely studied systematically. We propose that the Big Five personality domains of teachers are associated with teacher effectiveness. Furthermore, we test two potential moderators of these relationships: (1) source of teacher personality report (student reports may show stronger effects than teacher self-reports) and (2) frame of reference (contextualized "at school" personality items for teacher self-reports may show stronger effects than noncontextualized standard personality items). Multilevel regressions were conducted on the data collected from secondary school students (N = 2,082) and their mathematics and English teachers (N = 75). We statistically controlled for student and teacher gender, student previous academic achievement, and student personality. Teacher personality predicted the subjective measures of teacher effectiveness- the strongest predictors were conscientiousness for teacher academic support, agreeableness for teacher personal support, and neuroticism for student performance self-efficacy. Teacher personality did not predict the objective measure (student academic achievement). These effects were moderated by source of personality report but not by frame of reference. The possibility of including personality as part of the initial teacher trainee selection procedure in the future is briefly discussed

Aversion vs. Abstinence: Conceptual Distinctions for the Receptivity Toward Algorithmic Decision-Making Systems Within Value-laden Contexts

Whilst algorithmic decision-making systems (ADMS) become increasingly pertinent across several contexts, many remain reluctant to adopt such systems, preferring human alternatives – often explored as “Algorithm Aversion”. However, the associated literature primarily frames this tendency in a utility-focused fashion, based on users’ perceptions of efficacy or accuracy. This framing offers a narrow scope of “aversion” that neglects emotional and experiential elements that may be at play, as well as especially prominent in “value-laden contexts” (e.g., medicine). This study uses an inductive approach to identifying various concepts and themes emerging from open-ended responses to the potential use of a future ADMS in such a context. Different reactions (both reluctant and receptive) of ADMS are then discussed and offered conceptual distinctions that may inform future examinations of the resulting biases. In doing so, we start to respond to the call for qualitative research examining the underlying motives related to Algorithm Aversion

Analytic atheism : A cross-culturally weak and fickle phenomenon?

Religious belief is a topic of longstanding interest to psychological science, but the psychology of religious disbelief is a relative newcomer. One prominently discussed model is analytic atheism, wherein cognitive reflection, as measured with the Cognitive Reflection Test, overrides religious intuitions and instruction. Consistent with this model, performance-based measures of cognitive reflection predict religious disbelief in WEIRD (Western, Educated, Industrialized, Rich, & Democratic) samples. However, the generality of analytic atheism remains unknown. Drawing on a large global sample (N = 3461) from 13 religiously, demographically, and culturally diverse societies, we find that analytic atheism as usually assessed is in fact quite fickle cross-culturally, appearing robustly only in aggregate analyses and in three individual countries. The results provide additional evidence for culture's effects on core beliefs.Peer reviewe

Gender Gap in Parental Leave Intentions: Evidence from 37 Countries

Despite global commitments and efforts, a gender-based division of paid and unpaid work persists. To identify how psychological factors, national policies, and the broader sociocultural context contribute to this inequality, we assessed parental-leave intentions in young adults (18–30 years old) planning to have children (N = 13,942; 8,880 identified as women; 5,062 identified as men) across 37 countries that varied in parental-leave policies and societal gender equality. In all countries, women intended to take longer leave than men. National parental-leave policies and women’s political representation partially explained cross-national variations in the gender gap. Gender gaps in leave intentions were paradoxically larger in countries with more gender-egalitarian parental-leave policies (i.e., longer leave available to both fathers and mothers). Interestingly, this cross-national variation in the gender gap was driven by cross-national variations in women’s (rather than men’s) leave intentions. Financially generous leave and gender-egalitarian policies (linked to men’s higher uptake in prior research) were not associated with leave intentions in men. Rather, men’s leave intentions were related to their individual gender attitudes. Leave intentions were inversely related to career ambitions. The potential for existing policies to foster gender equality in paid and unpaid work is discussed.Gender Gap in Parental Leave Intentions: Evidence from 37 CountriespublishedVersio

Gender Gap in Parental Leave Intentions: Evidence from 37 Countries

Despite global commitments and efforts, a gender-based division of paid and unpaid work persists. To identify how psychological factors, national policies, and the broader sociocultural context contribute to this inequality, we assessed parental-leave intentions in young adults (18–30 years old) planning to have children (N = 13,942; 8,880 identified as women; 5,062 identified as men) across 37 countries that varied in parental-leave policies and societal gender equality. In all countries, women intended to take longer leave than men. National parental-leave policies and women’s political representation partially explained cross-national variations in the gender gap. Gender gaps in leave intentions were paradoxically larger in countries with more gender-egalitarian parental-leave policies (i.e., longer leave available to both fathers and mothers). Interestingly, this cross-national variation in the gender gap was driven by cross-national variations in women’s (rather than men’s) leave intentions. Financially generous leave and gender-egalitarian policies (linked to men’s higher uptake in prior research) were not associated with leave intentions in men. Rather, men’s leave intentions were related to their individual gender attitudes. Leave intentions were inversely related to career ambitions. The potential for existing policies to foster gender equality in paid and unpaid work is discussed

Physiological Correlates of Volunteering

We review research on physiological correlates of volunteering, a neglected but promising research field. Some of these correlates seem to be causal factors influencing volunteering. Volunteers tend to have better physical health, both self-reported and expert-assessed, better mental health, and perform better on cognitive tasks. Research thus far has rarely examined neurological, neurochemical, hormonal, and genetic correlates of volunteering to any significant extent, especially controlling for other factors as potential confounds. Evolutionary theory and behavioral genetic research suggest the importance of such physiological factors in humans. Basically, many aspects of social relationships and social activities have effects on health (e.g., Newman and Roberts 2013; Uchino 2004), as the widely used biopsychosocial (BPS) model suggests (Institute of Medicine 2001). Studies of formal volunteering (FV), charitable giving, and altruistic behavior suggest that physiological characteristics are related to volunteering, including specific genes (such as oxytocin receptor [OXTR] genes, Arginine vasopressin receptor [AVPR] genes, dopamine D4 receptor [DRD4] genes, and 5-HTTLPR). We recommend that future research on physiological factors be extended to non-Western populations, focusing specifically on volunteering, and differentiating between different forms and types of volunteering and civic participation

Genetic attributions and gender differences the effect of scientific theories and evaluations of sexual behaviors

Much scientific and media attention has been devoted to the growing body of research into the genetic correlates of human phenomena. However, many of the resulting reports lead to a deterministic interpretation of the role of genes, and involve fundamental misunderstandings of genetics and heredity. Hence, questions arise regarding the ways in which people make sense of the behavioural genetics research they encounter in everyday life. Furthermore, essentialist accounts are often embedded within popular understanding of politically sensitive topics, such as eugenics, race, and sex, and therefore it is important to examine how people comprehend genetic influences on behaviour. In this dissertation, I review current findings regarding the effects of genetic attributions on beliefs, attitudes, and behaviours in the context of the social world. Particular attention is paid to such effects in the context of gender issues. Specifically, in three studies I examine the effects of exposure to scientific theories concerning human sexuality on attitudes towards and evaluations of men’s dubious sexual behaviors. The results indicate that among men exposure to evolutionary psychology arguments leads to more lenient evaluations and judgments of an array of dubious sexual behaviors, compared with exposure to social constructivist arguments. It also seems that men implicitly hold nativist perceptions with regards to male sexuality and promiscuity. The findings were less conclusive among women, with some indication that women are less affected by such exposure as well as less likely to naturally hold a nativist perspective in the context of human sexuality. This empirical research has direct implications for previously suggested intervention programs and adds to the incurrent resurgence of interest in the effects of genetic theories. Finally, I identify areas where further exploration is needed, suggest potential solutions for specific problems, and evaluate related individual and social implications.Arts, Faculty ofPsychology, Department ofGraduat

I can (not) avoid doing badly : the effects of perceived source of a self-relevant stereotype on performance

The theory of stereotype threat states that activating self-relevant stereotypes can lead people to exhibit stereotype-consistent behavior. Stereotype threat most commonly arises under circumstances in which a negative self-relevant stereotype is applicable, the person's membership in the stereotyped group is made salient, and the person believes that their performance on a task will be evaluated. It seems that a certain element in stereotypes conveys an inescapable expected behavior to members of the stereotyped social group. Putting this assertion to test we manipulated the perceived inevitability of a stereotype-related group difference. Research on Nature vs. nurture causal attributions suggests that people perceive genetic causes to be more inescapable than experiential ones. Using a repeated measures design, causal attributions concerning gender-based differences in mathematical ability were manipulated by presetting either geneticbased or experientially-based explanations for the gender-related math performance differences, while the strength of the alleged differences was held constant. A third condition asserted that there are no gender differences in math. Additional variable tested was the presence of men's influence on women math performance. Results supported the hypothesis that the perceived cause for gender differences in math ability affects women's mathematical performance. Women who were exposed to a genetic explanation performed significantly worse than those exposed to experiential explanation. Men's presence did not significantly influence women's math performance. The results indicate one way in which genetic essentialism might affect people's behaviour. Several more implications, as well as future directions are discussed.Arts, Faculty ofPsychology, Department ofGraduat

Genetic essentialism: on the deceptive determinism of DNA

This article introduces the notion of genetic essentialist biases: cognitive biases associated with essentialist thinking that are elicited when people encounter arguments that genes are relevant for a behavior, condition, or social group. Learning about genetic attributions for various human conditions leads to a particular set of thoughts regarding those conditions: they are more likely to be perceived as (a) immutable and determined, (b) having a specific etiology, (c) homogeneous and discrete, and (d) natural, which can lead to the naturalistic fallacy. There are rare cases of "strong genetic explanation" when such responses to genetic attributions may be appropriate; however, people tend to overweigh genetic attributions compared with competing attributions even in cases of "weak genetic explanation," which are far more common. The authors reviewed research on people's understanding of race, gender, sexual orientation, criminality, mental illness, and obesity through a genetic essentialism lens, highlighting attitudinal, cognitive, and behavioral changes that stem from consideration of genetic attributions as bases of these categories. Scientific and media portrayals of genetic discoveries are discussed with respect to genetic essentialism, as is the role that genetic essentialism has played (and continues to play) in various public policies, legislation, scientific endeavors, and ideological movements in recent history. Last, moderating factors and interventions to reduce the magnitude of genetic essentialism, which identify promising directions to explore in order to reduce these biases, are discussed. Keywords: psychological essentialism, genetic attributions, stereotypes, naturalistic fallacy, scientific communication Genes can explain almost everything about us, or so it seems. People inherit genes associated with their physical characteristics and also their political attitudes, religiosity, personality traits, vocational interests, and specific phobias (see But how does this knowledge about our genetic foundation affect us? This article explores how people make sense of and respond to the discourse regarding the roles of genes in human nature and experience. While extensive legal, philosophical, and sociological research has been directed towards the study of the individual and social implications of hereditary research (e.g., In the following sections, we elaborate on people's psychological essentialist biases and discuss the notion of genetic essentialism, that is, how encounters with information about genes prompt people to think in essentialist ways. We then discuss how considerations of genetic attributions for human conditions can exacerbate stereotyping and affect the ways that people think and act regarding race, gender, sexual orientation, criminality, mental illness, and obesity. Following this discussion, we address the role that people's genetic essentialist biases have played in eugenic ideologies and policies and how these biases shape and are in turn shaped by contemporary discussions of genetic research. Finally, we consider moderators and potential interventions designed to mitigate some of the harmful consequences of genetic essentialism