Competing social identities and intergroup discrimination: Evidence from a framed field experiment with high school students in Vietnam.
Ontology highlight
ABSTRACT:
SUBMITTER: Vuong TK
PROVIDER: S-EPMC8659309 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:Motivated by the two-decade-long scientific debate over the existence of the ego-depletion effect, our paper contributes to exploring the scope conditions of ego-depletion theory. Specifically, in a randomized experiment, we depleted students' self-control with a cognitively demanding task that required students' effort. We measured the effect of depleted self-control on a subsequent task that required self-control to not engage in fraudulent cheating behavior-measured with an incentivized dice-roll task-and tested ego-depletion in a large-scale preregistered field experiment that was similar to real-life situations. We hypothesized that treated students would cheat more. The data confirms the hypothesis and provides causal evidence of the ego-depletion effect. Our results provide new insights into the scope conditions of ego-depletion theory, contribute methodological information for future research, and offer practical guidance for educational policy.
| S-EPMC8635394 | biostudies-literature
Project description:ObjectiveSchool-based interventions for preadolescents provide the opportunity, in a ubiquitous institutional setting, to attack stigmatizing attitudes before they are firmly entrenched, and thus they may reduce mental illness stigma in the overall population. This study evaluated the effectiveness of classroom-based interventions in reducing stigma and increasing understanding of mental illness and positive attitudes toward treatment seeking among sixth-grade students.MethodsIn an ethnically and racially diverse sample (N=721), 40% of participants were Latino, 26% were white, and 24% were African American; the mean age was 11.5. In a fully crossed design, classrooms from a school district in Texas were randomly assigned to receive all three, two, one, or none of the following interventions: a PowerPoint- and discussion-based curriculum, contact with two college students who described their experiences with mental illness, and exposure to antistigma printed materials. Standard and vignette-based quantitative measures of mental health knowledge and attitudes, social distance, and help-seeking attitudes were assessed pre- and postintervention.ResultsPrinted materials had no significant effects on outcomes and were grouped with the control condition for analysis. For eight of 13 outcomes, the curriculum-only group reported significantly more positive outcomes than the control group; the largest between-group differences were for stigma awareness and action, recognition of mental illness in the vignettes, and positive orientation to treatment. The contact-alone group reported significantly more positive outcomes on three vignette-based measures.ConclusionsResults were most promising for a classroom-based curriculum that can be relatively easily disseminated to and delivered by teachers, offering the potential for broad application in the population.
| S-EPMC5816981 | biostudies-literature
Project description:Previous studies have found that promoting multiple identities can improve children's creative performance (divergent thinking). The present study employed a priming paradigm to design two experiments and investigate whether promoting a sense of multiple identities in middle school students could enhance their divergent thinking, a key component of creativity. In Experiment 1, 77 junior high school students were divided into multiple identities and physical trait condition groups. They were instructed to think about a child with multiple identities or physical traits. The results showed that there were no differences in divergent thinking (DT) scores between the two groups. In Experiment 2, we modified the priming method by asking participants to think about and write a description of the various identities or physical traits and employed a subjective top-scoring method to make up for shortcomings in the traditional scoring method when applied to originality. The results still showed no significant difference in scores between the identity and physical trait groups. Thus, the results of this study contradict those of previous research, which found that the identity group demonstrated significantly higher scores on a creativity test than did those in the physical trait group. Several potential factors affect this outcome, but it seems that priming to enhance divergent thinking is not particularly effective. Thus, the social priming effect should be pursued with caution regarding both replicability and generalizability.
| S-EPMC8566743 | biostudies-literature
Project description:Recent policy reports documented that a growing group of students in secondary education could perform better given their expected performance. Studies showed that school performance is related to a range of social-emotional factors, including self-awareness, self-management, social awareness, and responsible decision making. However, experimental studies in schools on the relation between these factors and school performance are scarce, and results are mixed. This study used a randomized field experiment to examine whether self-reflection on school behavior of underperforming secondary school students affected their school performance [grade point average (GPA)], school engagement, and self-concept. The sample comprised 337 ninth-grade students (M = 15.74 years old; SD = 0.58) from 18 secondary schools in Netherlands. The intervention was designed in co-creation with teachers, to be as close to school practice as possible. Underperformance was measured using achievement test scores from both primary and secondary school, supplemented with teacher and parental assessments. Different model specifications were estimated to perform the analyses and test for robustness of findings. The results showed that, for treatment compliance, students with higher school motivation were approximately 29% more likely to comply. Students who reported higher levels of self-concept of school tasks were 17% less likely to comply. No significant effects of the treatment were observed on students' GPA, school motivation, hours spent on homework, or self-concept of school tasks. The treatment showed a negative effect on self-concept of leadership skills.
| S-EPMC7339948 | biostudies-literature
Project description:Gene expression data from Vietnamese subjects admitted to hospital with acute uncomplicated (n=6) or complicated (n=6) Plasmodium falciparum malaria infection had whole-blood samples collected at admission, 1 week later and 1 month later. Groups of assays that are related as part of a time series. Disease State: patient with complicated or uncomplicated Plasmodium falciparum malaria infection or Healthy control
2016-02-15 | GSE35859 | GEO
Project description:Intergroup contact, originally designed as a tool for prejudice reduction, offers a promising means to resolve intergroup conflict. Evidence for contact-based interventions to improve intergroup relations is sparse, however, with most studies focusing only on the individuals who directly engage in contact. We test the ability of a contact-based intervention to promote peace between conflicting groups with a field experiment in Nigeria, where farmer and pastoralist communities are embroiled in a deadly conflict over land use. We examine the effectiveness of the contact intervention on the wider population-not just those directly engaged in contact-using surveys, direct observation of behavior in markets and social events, and a behavioral game. We find those who lived in the communities that received the intervention had more positive intergroup attitudes and feelings of physical security, as well as were more likely to engage in voluntary intergroup contact measured through self-reports and observed behavior in markets. Exploratory analyses show that those who directly participated in the program and those who were exposed to it by living in the communities where activities were taking place changed similarly with regard to attitudes and perceptions of security, but not with regard to behaviors, indicating the spread to the wider community was likely due to norm change. These results suggest that contact interventions can have wider societal change and reduce the barriers to peace between conflicting groups.
| S-EPMC10614933 | biostudies-literature
Project description:The dataset provides large-scale assessment data of school students' awareness (12 items), skills (11 items) and attitudes (09 items) regarding global citizenship in Vietnam. The questionnaire was built based on UNESCO's key learning outcomes for global citizenship education [1], criteria, scales and ideas for global citizens [2], [3], [4] and adapted to Vietnam's education context by experts and consultants. The survey sample was collected by cluster sampling method. Six provinces and cities, presenting for three main economic-social regions in Vietnam, were selected. In each city or province, we chose three districts in both advantage and disadvantage areas. In each district, one primary school, one lower secondary school and one upper secondary school joined the survey. The survey was conducted in May 2019 with responses from 2069 students, of whom 679 primary students (grade 4 and 5), 673 lower secondary students (grade 9) and 717 upper secondary students (grade 10 and 11). The data are presented with mean, standard deviation, minimum, maximum and range of students' responses to their perception, attitudes and behaviors concerning various themes of global citizenship education. In future, the dataset can be used for cross-national comparative studies on global citizenship to inform policymakers, educators and conduct further investigations global citizenship.
| S-EPMC8176296 | biostudies-literature
Project description:We conduct a resume field experiment in all U.S. states to study how state laws protecting older workers from age discrimination affect age discrimination in hiring for retail sales jobs. We relate the difference in callback rates between old and young applicants to state variation in age and disability discrimination laws. These laws could boost hiring of older applicants, although they could have the unintended consequence of deterring hiring if they increase termination costs. In our preferred estimates that are weighted to be representative of the workforce, we find evidence that there is less discrimination against older men and women in states where age discrimination law allows larger damages, and more limited evidence that there is lower discrimination against older women in states where disability discrimination law allows larger damages. Our clearest result is that these laws do not have the unintended consequence of lowering callbacks for older workers.
| S-EPMC7015261 | biostudies-literature
Project description:We tested whether signaling warmth and competence ("Big Two") in job applications increases hiring chances. Drawing on a field experimental data from five European countries, we analyzed the responses of employers (N = 13,162) to applications from fictitious candidates of different origin: native candidates and candidates of European, Asian, or Middle-Eastern/African descent. We found that competence signals slightly increased invitation rates, while warmth signals had no effect. We also found ethnic discrimination, a female premium, and differences in callbacks depending on job characteristics. Importantly, however, providing stereotype signals did not reduce the level of ethnic discrimination or the female premium. Likewise, we found little evidence for interactions between stereotype signals and job demands. While speaking against the importance of "Big Two" signals in application documents, our results highlight the importance of group membership and hopefully stimulate further research on the role of in particular ethnic stereotypes for discrimination in hiring.
| S-EPMC8801666 | biostudies-literature
Project description:This dataset provides an insight into the reality and experiences of online learning as perceived by secondary school students in Vietnam during COVID-related school closures. The dataset addresses four main aspects of online learning, namely (a) students' access to learning devices, (b) their digital skill readiness, (c) their experience with online learning and assessment activities, and (d) their overall evaluation of the effectiveness of online learning. The survey was administered online via Google Form from September to December 2021 with responses received from 5,327 secondary school students in 5 provinces of Vietnam. The dataset is expected to benefit local educators, administrators, and teachers who are interested in COVID educational practices and pedagogical interventions. The dataset can also benefit international researchers who wish to conduct comparative studies on student online learning or who wish to seek further insight into the responsiveness of an educational system to pandemic situations.
| S-EPMC9568410 | biostudies-literature