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Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (Mage = 10.53 years; 50.3% female). Minority students reported less national belonging than their ethnic Dutch classmates. Multilevel analyses indicated that their national belonging was affected by the presence of ethnic Dutch classmates and the relationship with their teacher. These results indicate that minority students’ national belonging could be promoted by reducing school segregation and stimulating positive teacher-student relationships.

PurposeFacilitating members' continual participation in a community is crucial for ensuring the community's long-term survival. However, knowledge regarding whether member similarity is related to member participation and the mechanism underlying this relationship is limited. Drawing on similarity–attraction, social exchange and social identity theories, this study explored the influences of different facets of similarity (i.e. value, personality and goal similarity) on group norm conformity, group identity and social participation.Design/methodology/approachData were collected from 444 Taiwanese members of social networking sites (SNSs), and structural equation modeling was employed to examine the hypothesized relationships.FindingsThe results revealed that value similarity directly affected group norm conformity but did not directly affect group identity; personality similarity influenced group identity but not group norm conformity. Goal similarity had positive influences on group norm conformity and group identity. Moreover, group norm conformity had direct and positive influences on group identity and social participation; group identity also had a positive influence on social participation.Originality/valueOn the basis of the aforementioned findings, this study contributes to the understanding of factors facilitating SNS members' participation from the perspective of similarity. These findings can serve as a reference for SNS administrators to facilitate social participation by emphasizing member similarity.

We propose genetic social psychology as a theoretical framework to render intelligible both the suppression of the expression of prejudice and prejudice reduction in childhood. In particular, we explore the role of positive in-group norms in prejudice reduction in childhood and adolescence and their interplay with realistic and symbolic threats and subgroup identification in the post-conflict setting of Cyprus in a sample of 303 (51.5% female) 7–12-year-old students (mean age = 8.73 SD = 1.58) and 387 (60.2% female) 12–17-year-old students (mean age = 14.24 SD = 1.45) collected from a random sample of thirty-nine schools in the Greek Cypriot community. The following hypotheses were tested (a) threats and social identification will form a closer link with prejudice in older than younger children (H1), (b) positive in-group norms will “trump” threats in relation to the expression of prejudice in older children (H2), (c) strength of identification would enhance the effect of positive in-group norms in the expression of non-prejudicial views (H3), and finally (d) strength of identification would enhance the impact of positive norms on prejudice reduction in childhood, through a deeper conversion process of threat reduction, whereas on the contrary, it will diminish their impact in adolescence through ideological resistance (H4). We found broad support for our hypotheses and discuss practical implications of the findings for education.

Drowning, a largely preventable problem, continues to be a serious issue worldwide, with young men particularly at risk. Alcohol and drugs are often present among young males and, particularly for males aged 18–34 years, alcohol is considered to be a significant risk factor for drowning. The current study aimed to understand the motivations guiding the intentions of young Australian men to engage in drinking and swimming, a behaviour not yet examined systematically. A cross-sectional correlational design was adopted to investigate the ability of the theory of planned behaviour (TPB) and additional variables to predict males’ intentions to drink and swim. Males (N = 211) aged 18–34 years (Mage = 23.93, SD = 4.01) completed a survey either on-line or paper-based. The survey assessed the TPB constructs of attitude, subjective norm, and perceived behavioural control (PBC); and additional variables of group norms, anticipated regret, objective (i.e. swimming ability) and perceived (i.e. perceived severity and perceived susceptibility) risk perceptions, and past behaviour. Support was found for the TPB constructs of attitude and subjective norm, but not PBC, as well as the additional constructs of group norm, anticipated regret, objective risk, and past behaviour in predicting males’ intentions to drink and swim; explaining an overall 76 % of variance. Knowledge gained from this study will help to inform resultant interventions designed to discourage alcohol use in, on, or around water and, thus, prevent drownings in this at risk group.

Social norms are a defining feature of human psychology, yet our understanding of them is still underdeveloped. In this article, we present our own cross-cultural research program on tightness-looseness (TL)—which draws on field, experimental, computational, and neuroscience methods—to illustrate how going beyond Western borders is critical for understanding social norms’ functions and their multilevel consequences. Cross-cultural research enables us to account for the universal features of norm psychology but also explains the great cultural diversity we see in social norms around the globe.

Despite being one of the most important societal challenges of the 21st century, public engagement with climate change currently remains low in the United States. Mounting evidence from across the behavioral sciences has found that most people regard climate change as a nonurgent and psychologically distant risk—spatially, temporally, and socially—which has led to deferred public decision making about mitigation and adaptation responses. In this article, we advance five simple but important \"best practice\" insights from psychological science that can help governments improve public policymaking about climate change. Particularly, instead of a future, distant, global, nonpersonal, and analytical risk that is often framed as an overt loss for society, we argue that policymakers should (a) emphasize climate change as a present, local, and personal risk; (b) facilitate more affective and experiential engagement; (c) leverage relevant social group norms; (d) frame policy solutions in terms of what can be gained from immediate action; and (e) appeal to intrinsically valued long-term environmental goals and outcomes. With practical examples we illustrate how these key psychological principles can be applied to support societal engagement and climate change policymaking.

It is commonly assumed that the effectiveness of political messages depends on people's motivations. Yet, studies of politically motivated reasoning typically only consider what partisans generally might want to believe and do not separately examine the different types of motives that likely underlie these wants. The present research explores the roles of distinct types of motives in politically motivated thinking and identifies the conditions under which motivated reasoners are persuaded by political messages. Results of an experiment with a large, representative sample of Republicans show that manipulations inducing motivations for either (1) forming accurate impressions, (2) affirming moral values, or (3) affirming group identity each increased beliefs in and intentions to combat human‐induced climate change, but only when also paired with political messages that are congruent with the induced motivation. We also find no evidence of a backlash effect even when individuals are provided with clearly uncongenial information and a motivation to reject it. Overall, our findings make clear that understanding when and why motivated political reasoning occurs requires a more complete understanding of both which motivations might be active among a group of partisans and how these motivations resonate with the messaging they receive.

Social identity theory posits that group membership influences individual behavior by fostering a sense of belonging and promoting normative conformity within groups. While much research has shown a link between ingroup identification and ingroup bias, the role of ingroup norms in moderating this association remains less explored. Specifically, how varying norms (egalitarianism vs. favoritism) affect bias in individuals with high ingroup identification requires further investigation. To address this gap, we examined whether ingroup norms alter the strength of the identification-bias relationship in two studies ( N = 322). We investigated how non-WEIRD real-life group members’ ingroup bias was driven by their identification levels and perceived ingroup norm in Study 1 with a correlational design, and we experimentally manipulated ingroup norms in a simulated group discussion in Study 2. Both studies demonstrated that under a favoritism norm, participants with high ingroup identification showed greater ingroup bias, whereas this bias was deflated under an egalitarianism norm. However, contrary to our hypothesis, we did not find evidence that participants with high ingroup identification showed lower ingroup bias under the egalitarianism norm. We discuss these findings and suggest that fostering egalitarian norms within groups may reduce ingroup bias and discrimination, offering insight for interventions aimed at promoting intergroup harmony.

Growing up taking survival for granted makes people more open to new ideas and more tolerant of outgroups. Insecurity has the opposite effect, stimulating an Authoritarian Reflex in which people close ranks behind strong leaders, with strong in-group solidarity, rejection of outsiders, and rigid conformity to group norms. The 35 years of exceptional security experienced by developed democracies after WWII brought pervasive cultural changes, including the rise of Green parties and the spread of democracy. During the past 35 years, economic growth continued, but virtually all of the gains went to those at the top; the less-educated experienced declining existential security, fueling support for Populist Authoritarian phenomena such as Brexit, France’s National Front and Trump’s takeover of the Republican party. This raises two questions: (1) “What motivates people to support Populist Authoritarian movements?” And (2) “Why is the populist authoritarian vote so much higher now than it was several decades ago in high-income countries?” The two questions have different answers. Support for populist authoritarian parties is motivated by a backlash against cultural change. From the start, younger Postmaterialist birth cohorts supported environmentalist parties, while older, less secure cohorts supported authoritarian xenophobic parties, in an enduring intergenerational value clash. But for the past three decades, strong period effects have been working to increase support for xenophobic parties: economic gains have gone almost entirely to those at the top, while a large share of the population experienced declining real income and job security, along with a large influx of immigrants and refugees. Cultural backlash explains why given individuals support Populist Authoritarian movements. Declining existential security explains why support for these movements is greater now than it was thirty years ago.

The present study examined how peer group norms influence children's evaluations of deviant ingroup members. Following the manipulation of competitive or cooperative norms, participants (children, Mage = 8.69; adolescents, Mage = 13.81; adults, Mage = 20.89; n = 263) evaluated deviant ingroup members from their own and the group's perspective. Children rated cooperative deviancy positively and believed their group would do the same. Adolescents and adults believed that their group would negatively evaluate cooperative deviancy when their group supported a competitive allocation strategy. Reasoning varied based on norm and participants’ agreement with deviancy. Understanding an ingroup may not be favorable toward a cooperative deviant in a competitive context is a developmental challenge requiring the coordination of social and moral norms.