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Supplemental material, sj-docx-1-jls-10.1177_0261927X221137581 for A Cognitive Look at the “Invisibility” of Older Gay Men Within the Categories ‘Gay Man’ and ‘Elderly Man’ by Rosandra Coladonato, Andrea Carnaghi, Mary Ann Ciosk, Mauro Bianchi and Valentina Piccoli in Journal of Language and Social Psychology

The worldwide spread of a new coronavirus (SARS-CoV-2) since December 2019 has posed a severe threat to individuals well-being. While the world at large is waiting that the released vaccines immunize most citizens, public health experts suggest that, in the meantime, it is only through behavior change that the spread of COVID-19 can be controlled. Importantly, the required behaviors are aimed not only at safeguarding one s own health. Instead, individuals are asked to adapt their behaviors to protect the community at large. This raises the question of which social concerns and moral principles make people willing to do so. We considered in 23 countries (N = 6948) individuals willingness to engage in prescribed and discretionary behaviors, as well as country-level and individual-level factors that might drive such behavioral intentions. Results from multilevel multiple regressions, with country as the nesting variable, showed that publicized number of infections were not significantly related to individual intentions to comply with the prescribed measures and intentions to engage in discretionary prosocial behaviors. Instead, psychological differences in terms of trust in government, citizens, and in particular toward science predicted individuals behavioral intentions across countries. The more people endorsed moral principles of fairness and care (vs. loyalty and authority), the more they were inclined to report trust in science, which, in turn, statistically predicted prescribed and discretionary behavioral intentions. Results have implications for the type of intervention and public communication strategies that should be most effective to induce the behavioral changes that are needed to control the COVID-19 outbreak. Fil: Pagliaro, Stefano. Universidad de Chieti Pescara; Italia Fil: Sacchi, Simona. University of Milano Bicocca; Italia Fil: Pacilli, Maria Giuseppina. Università di Perugia; Italia Fil: Brambilla, Marco. Università degli Studi di Milano; Italia Fil: Lionetti, Francesca. Universidad de Chieti Pescara; Italia Fil: Bettache, Karim. Monash University; Australia Fil: Bianchi, Mauro. Universidade Lusófona; Portugal Fil: Biella, Marco. Eberhard Karls Universitat Tubingen; Alemania Fil: Bonnot, Virginie. Universite de Paris; Francia Fil: Boza, Mihaela. University Alexandru Ioan Cuza; Rumania Fil: Butera, Fabrizio. Universite de Lausanne; Suiza Fil: Batur, Suzan Ceylan. University of Economics and Technology; Turquía Fil: Chong, Kristy. Monash University; Australia Fil: Chopova, Tatiana. Utrecht University; Países Bajos Fil: Crimston, Charlie R.. University of Queensland; Australia Fil: Alvarez, Belen. University of Queensland; Australia Fil: Cuadrado, Isabel. Universidad de Almería; España Fil: Ellemers, Naomi. University of Utrecht; Países Bajos Fil: Formanowicz, Magdalena. University Social Sciences and Humanities; Polonia. Nicolaus Copernicus University; Polonia Fil: Graupmann, Verena. DePaul University; Estados Unidos Fil: Gkinopoulos, Theofilos. University of Greenwich; Reino Unido Fil: Jeong, Evelyn Hye Kyung. University of Limerick; Irlanda Fil: Lahti, Inga Jasinskaja. University of Helsinki; Finlandia Fil: Jetten, Jolanda. University of Queensland; Australia Fil: Bin, Kabir Muhib. University of Limerick; Irlanda Fil: Mao, Yanhui. Southwest Jiaotong University; China Fil: McCoy, Christine. The University of Queensland; Australia Fil: Mehnaz, Farah. University of Limerick; Irlanda Fil: Minescu, Anca. University of Limerick; Irlanda Fil: Sirlopu, David. Universidad del Desarrollo; Chile Fil: Simic, Andrej. Università degli Studi di Milano; Italia Fil: Travaglino, Giovanni. University Of Kent; Reino Unido. Chinese University Of Hong Kong; Hong Kong Fil: Uskul, Ayse K.. University Of Kent; Reino Unido Fil: Zanetti, Cinzia. Universite de Lausanne; Suiza Fil: Zinn, Anna. University of Exeter; Reino Unido Fil: Zubieta, Elena Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina

Supplemental material, sj-pdf-1-gpi-10.1177_1368430220987606 for No country for old gay men: Age and sexuality category intersection renders older gay men invisible by Andrea Carnaghi, Patrice Rusconi, Mauro Bianchi, Fabio Fasoli, Rosandra Coladonato and Peter Hegarty in Group Processes & Intergroup Relations

Preference for one's own group is a widespread phenomenon. Results with dominant and minority group participants, however, are not consistent about whether the ingroup is always implicitly favored. The majority of these findings is related mostly to the northern-American context. Also, these findings are from studies that relied on a single implicit assessment. We compared Black and White participants in Portugal on their spontaneous reactions using two types of implicit measures: A semantic priming paradigm and an automatic approach/avoidance task. Results showed immediate outgroup-avoidance and ingroup-approach responses for dominant and minority participants, respectively. Moreover, both dominant and minority participants associated their ingroup with positive characteristics, more so than the outgroup. Results are discussed within the theoretical frame of Social Identity Theory and System Justification Theory.

Bullying and homophobic bullying are a widespread problem in the European and North- American school context [1,2]. Despite the relevant role played by teachers regarding bullying within the school context as well as in influencing student reactions to the bully, the majority of research on this theme has mainly addressed student attitudes and behaviors from the perspective of the victim, actor and bystanders, for a review see [3], leaving the teachers’ attitudes towards and reactions to bullying episodes partially unexplored [4, 5]. Importantly, the underrepresentation of research addressing the way teachers appraise and react to bullying is even more pronounced when homophobic bullying is taken into account. The present research intends to fulfill this lacuna. We assess the frequency and types of staff reactions towards homophobic bullying within the secondary school context, thus understanding how the staff appraises and deals with homophobic bullying events [6]. Furthermore, and for the first time, the present work aims to assess the contribution of attitudinal factors, such as the staff’s sexual prejudice and contact with homosexuals, in shaping both the type and the frequency of staff reactions to homophobic bullying. Moreover, the role of contextual factors, namely the perceived staff responses to, as well as the occurrence of homophobic bullying in the school context will be analyzed as potential predictors of the staff’s own reactions towards these bullying episodes. Results have indicated that the higher the sexual prejudice and the lower the contact with homosexuals, the higher the frequency of reactions compatible with not-contrasting interventions. Moreover, the staff reactions to homophobic bullying are strongly shaped by the perceived reactions of colleagues to the same episodes. Finally, the higher the frequency of observed bullying episodes, the higher the staff tendency to defend the bullying actors. Results are discussed with respect to the current literature regarding this phenomenon, and applied interventions to face homophobic bullying at school are put forward.