1,721,260 research outputs found
Influence sociale et raisonnement
No full textButera Fabrizio, Legrenzi Paolo, Mugny Gabriel, Pérez Juan A. Influence sociale et raisonnement. In: Bulletin de psychologie, tome 45 n°405, 1992. Nouvelles voies en psychologie sociale. pp. 144-154
Ingredients of gender-based stereotypes about food: Indirect influence of food type, portion size and presentation on gendered intentions to eat
No full textThe association between certain foods and masculinity or femininity has been widely discussed in different disciplines. However, extant research has yet to clarify which are the critical dimensions lending this gender connotations to food and thus impacting on the willingness to eat it.
We present a study on the role of food type, portion size, and dish presentation as potential factors constituting the gender-based stereotype about food, and their indirect or mediated effect on the intention of men and women to eat certain feminine/masculine stereotyped foods. We manipulated the three features cited above in a 2 (food type: Caprese vs. hamburger) x 2 (portion size: small vs. big) x 2 (presentation: elegant vs. rough) full factorial design.
Results confirmed a model of moderated mediation: the Caprese salad, the small portion and the elegantly presented dish (in respect to the hamburger, the big portion and the roughly presented dish) tend to be considered “feminine food”, and thus women expressed a more pronounced intention to eat it than men.
The implications of the findings for both theory and practice are discussed
Portion size tells who I am, food type tells who you are: Specific functions of amount and type of food in same- and opposite-sex dyadic eating contexts
No full textPrevious research has shown that women eating small portions of food (vs. eating big portions) are perceived as more feminine, whereas men eating large portions are perceived as more masculine. The specific type of food items have also been shown to carry connotations for gender stereotyping. In addition, matching the co-eater's food quantity is also a means to ingratiate him or her. Thus, a potential motivational conflict between gender identity expression and ingratiation arises when people eat in opposite-sex dyads. Scholars have, thus far, focused their attention on one of these two dimensions at a time, and rarely in relation to the co-eaters’ sex. The present study investigated, through a restaurant scenario, the way in which women and men, when asked to imagine having lunch in dyads, combine food choice and quantity regulation as a function of the co-eater's sex. Results showed that participants use the quantity dimension to communicate gender identity, and the food type dimension to ingratiate the co-eater's preferences by matching her/his presumed choice, following gender-based stereotypes about food. In opposite-sex dyads, dishes that incorporate the two dimensions were chosen above the expected frequency
Supportive error feedback fosters students' adaptive reactions towards errors : evidence from a targeted online intervention with Italian middle school students
Full text linkBackground: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions. Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes. Sample: A total of 250 (Mage = 12.18, SD = .89; 46.4% girls) Italian middle school students took part in the intervention. Students were randomly assigned to either a discouraging error feedback condition (n = 124) or a supportive error feedback condition (n = 126). Method: The intervention consisted of an online teaching unit, which students filled in at home, that was divided into pre-test, intervention and post-test phases. During the intervention, students replied to training questions and every time they made an error, informative feedback appeared: supportive smileys and sentences in the supportive feedback condition, and disappointed smileys and sentences in the discouraging feedback condition. Before the intervention, students filled in the pre-test and after the intervention, students reported their reactions towards errors and filled in the post-test. Results: Receiving supportive feedback resulted in more adaptive affective-motivational reactions towards errors, which in turn were related to more adaptive action reactions towards errors. Differently from our expectations, action reactions towards errors were not related to the post-test scores. Conclusions: Our findings can inform the development of online teaching units that promote an error-oriented approach
Omertà in intragroup cheating: the role of ingroup identity in dishonesty and whistleblowing
No full textWhy are people willing to denounce or, contrarily, to keep silent on others' misconduct? We hypothesized that people would be more likely to cheat, and consequently less likely to blow the whistle, when among an ingroup (vs. outgroup). In two experiments, participants witnessed a same nationality or a different nationality group member cheating during a group task. Participants either had the opportunity to cheat themselves before witnessing this cheating act (Experiments 1 and 2) or did not have this opportunity (Experiment 2). In the ingroup condition, participants cheated more and denounced others' cheating less than in the outgroup condition (Experiments 1 and 2). However, when participants were not allowed to cheat themselves, they equally denounced ingroup and outgroup cheaters (Experiment 2). This provides evidence that cheating mediates the group effect on whistleblowing and is reminiscent of omerta, that is, the code of silence among criminals. We provide suggestions for future research
The gender-based stereotype about food is on the table. Food choice also depends on co-eater’s gender
No full textPrevious research has shown that different foods are stereotypically associated with gender and that eating in a role-congruent way fulfills an impression management function. On the other hand, other studies revealed that adapting one’s food consumption to that of the co-eaters is a means to gain social approval as well. In the present study, we bridge these two distinct lines of research by studying what happens when the two norms (conforming to the gender-based stereotype and imitating the co-eater) conflict, that is with opposite-sex co-eaters. Results indicated that the tendency to match the co-eaters’ supposed consumption generally appeared over and above one’s gender-congruent choice. In addition, as expected, gender differences also emerged: while men were always willing to adapt to the co-eaters, women’s intention to eat the feminine food was independent from the co-eaters’ gender
Interventions promoting pro-environmental behaviors in children: A meta-analysis and a research agenda
No full textAdults resist change in their pro-environmental behaviors (PEBs); how can these behaviors be promoted in children? We reviewed studies that measure the effectiveness of interventions fostering PEBs in children. Sixtyfive studies included a quantitative PEB measure and tested the effectiveness of an intervention (experimental manipulation comparing a treatment to a control group or testing its impact with a pre/post assessment), aimed at fostering PEBs in children. A meta-analysis of the 76 effects sizes revealed that interventions do increase PEBs among children (Hedges’ g = 0.53). Interventions yielded greater effect sizes when actual and not self-reported behavior was measured, however the former are particularly scarce in the literature. We found evidence that intervention effectiveness decreases with children’s age. A research agenda is proposed that calls for theoretical and methodological diversification, and the need to study actual and not only self-reported behavior, with interventions that start earlier in children’s socialization processes
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