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Background/Aims: Recent research on mindsets has shifted from understanding its homogenous role on performance to understanding how classroom environments explain its heterogeneous effects (i.e., Mindsets x Context hypothesis). Does the macro context (e.g., societal level of student mindsets) also help explain its heterogeneous effects? And does this interaction effect also apply to understanding students' well-being? To address these questions, we examined whether and how the role of students' mindsets in performance (math, science, reading) and well-being (meaning in life, positive affect, life satisfaction) depends on the societal-mindset norms (i.e., Mindsets × Societal Norm effect). Sample/Methods: We analysed a global data set (n = 612,004 adolescents in 78 societies) using multilevel analysis. The societal norm of student mindsets was the average score derived from students within each society. Results: Growth mindsets positively and weakly predicted all performance outcomes (rs = 0.192, 0.210, 0.224), but the associations were significantly stronger in societies with growth-mindset norms. In contrast, the associations between growth mindsets and psychological well-being were very weak and inconsistent (rs = -0.066, 0.003, 0.008). Importantly, the association was negative in societies with fixed-mindset norms but positive in societies with growth-mindset norms. Conclusions: These findings challenge the idea that growth mindsets have ubiquitous positive effects in all societies. Growth mindsets might be ineffective or even detrimental in societies with fixed-mindset norms because such societal norms could suppress the potential of students with growth mindsets and undermines their well-being. Researchers should take societal norms into consideration in their efforts to understand and foster students' growth.

The current research examined the effect of unethical and ethical acts on memory. We hypothesized that, compared with ethical acts, unethical acts, which threaten people's self-image, would be more likely to dampen the general memory process. Three studies provided supports for the hypothesis. We found in Study 1 that an unethical act led to worse performance in an incidental memory test among Chinese participants. In Study 2, to test the generalizability of the obtained results in a different culture, we recruited participants in the United States and replicated the findings from Study 1. In Study 3, we further tested whether the influence of unethical or ethical acts on memory would be different when the acts were self-related versus other-related, with self-related unethical acts being more likely to threaten people's self-image. We found that self-related but not other-related unethical acts elicited the dampening effect on memory. Finally, we showed through a mini meta-analysis of the obtained results that both ethical and unethical acts led to worse memory performance than neutral acts, and the unethical acts triggered a stronger dampening effect on memory than did ethical acts., Author(s): Dongmei Mei [sup.1] [sup.2] , Liman Man Wai Li [sup.3] , Wei He [sup.4] , Ding-Guo Gao [sup.2] Author Affiliations: (1) grid.443395.c, 0000 0000 9546 5345, School of Psychology, [...]

Despite converging evidence for the importance of relational mobility on shaping people's social experiences, previous work suggested mixed findings for its influence on the structure of sociocentric networks, which lays the basis for the development of all types of social relationships. Additionally, as it is timely and economically intractable to administer such longitudinal experiments in real-life settings, most previous work mainly relied on cross-sectional correlation analyses and provided limited causal evidence. The current research used an agent-based modeling approach to examine whether higher relational mobility (i.e., the number of opportunities to meet new people) would promote integration among social networks over time. Using parameters derived from survey data, we simulated how the integration of sociocentric social networks evolves under different levels of relational mobility. Based on the data of three network structural indicators, including modularity, global efficiency, and standard deviation of nodal betweenness, we obtained causal evidence supporting that higher relational mobility promotes greater network integration. These findings highlight the power of socioecological demands on our social experiences., Author(s): Liman Man Wai Li [sup.1] , Shengyuan Wang [sup.2] , Ying Lin [sup.2] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department of Psychology and Centre for Psychosocial Health, [...]

Egoistic value is conceptualized as anti‐environmental in many environmental value theories, yet contradictory evidence exists for its relation with pro‐environmental attitude and behaviour. To provide insights into these inconsistent findings, this research examined the moderating role of the psychological distance of environmental problems on their relationship. Across one cross‐sectional survey study (1008 community participants from the United States) and one World Values Survey study (66,704 nationally representative participants from 46 countries/regions), results converged in showing that psychological distance of environmental problems (i.e. climate change and local pollution) moderated the relationship between egoistic value and pro‐environmental attitude and behaviour. Their association became more positive as that psychological distance got closer. Different patterns were observed for altruistic and biospheric values. These findings highlight the potential pro‐environmental utility of egoistic value and the importance of paying attention to contexts when theorizing its relation with pro‐environmental attitude and behaviour. [ABSTRACT FROM AUTHOR]

Background: Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes. Aims: The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism–individualism. Methods: The present study used a large‐scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism–individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science. Results: The multi‐level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies. Conclusions: The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism–individualism when evaluating the role of parents in elementary school students' learning in math and science. [ABSTRACT FROM AUTHOR]

Personal growth and self‐expressive goals have become increasingly important in modern marriages. In dual‐earner couples, sharing work‐related experiences with the partner can be particularly important in promoting mutual support for each other's personal growth. The current study examined dual‐earner couples' sharing of work‐related experiences and how it influenced both partners' relationship satisfaction and personal well‐being. A total of 102 heterosexual dual‐earner couples were recruited from communities in Hong Kong. They completed a pretest survey, a 14‐day daily diary study, and a follow‐up survey 1 year later. The Actor‐Partner Interdependence Model was adopted to analyze the dyadic effects of sharing positive and negative work‐related experiences on relationship satisfaction and personal well‐being on the same day and 1 year later. In general, the sharing of both positive and negative work‐related experiences had beneficial effects on the outcomes. Specifically, wives' sharing had more immediate effects on both partners' relational and personal well‐being, whereas husbands' sharing had more long‐term effects on the partner's personal well‐being. The findings highlight the importance of work‐related sharing in dual‐earner couples. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

This study was designed to examine the link between values and life satisfaction, examining the role of culture in this process. Secularism was found to predict life satisfaction scores at a small but statistically very significant level in persons from all nations participating in all four waves of the World Values Survey. The direction and strength of this relationship was moderated, however, by the country's human development index--people in low-HDI countries consistently showed a negative relationship between secularism and happiness across the four waves of the WVS; people in high-HDI countries initially showed a negative relationship between secularism and happiness in Waves 1 and 2, but a positive relationship between secularism and happiness in Waves 3 and 4. These results thus appear to support a "cultural fit" hypothesis consistently for persons in low HDI countries, and a transition towards a "cultural fit" for persons in HDI countries as data was collected across the four waves. By Wave 4, it is clear that citizens who endorse values consistent with their county's developmental trajectory are more satisfied with their lives. This study demonstrates the amenability of the data collected by the World Values Survey to individual-level analysis of psychological process that is responsive to the shaping influence of variations in their nation's societal characteristics.

To advance the understanding of the environment-human relation, the present research examined individuals' emotional variability, which captures the fluctuation in negative and positive emotional states across environments. Specifically, we examined the relationship between holistic thinking and emotional variability across environments in three studies. Study 1 found that stronger holistic thinking was associated with greater emotional variability across natural environments, and this relationship was explained by stronger connectedness to nature. Study 2 replicated this pattern by including environments with more diverse characteristics as the stimuli. Study 3 further explored the potential moderating effect of the type of environment and the cultural background. The data of Chinese and American participants showed that the relationships of holistic thinking, connectedness to environments, and emotional variability across environments were more evident among Chinese participants while the type of environment had minimal impact. Implications for cross-culture environmental research were discussed. [ABSTRACT FROM AUTHOR]

This paper provides a unique perspective for understanding cultural differences: representation similarity—a computational technique that uses pairwise comparisons of units to reveal their representation in higher‐order space. By combining individual‐level measures of trust across domains and well‐being from 13,823 participants across 15 nations with a measure of society‐level tightness–looseness, we found that any two countries with more similar tightness–looseness tendencies exhibit higher degrees of representation similarity in national interpersonal trust profiles. Although each individual's trust profile is generally similar to their nation's trust profile, the greater similarity between an individual's and their society's trust profile predicted a higher level of individual life satisfaction only in loose cultures but not in tight cultures. Using the framework of representation similarity to explore cross‐cultural differences from a multidimensional, multi‐national perspective provide a comprehensive picture of how culture is related to the human activities. [ABSTRACT FROM AUTHOR]

Background/Aims: Recent research on mindsets has shifted from understanding its homogenous role on performance to understanding how classroom environments explain its heterogeneous effects (i.e., Mindsets × Context hypothesis). Does the macro context (e.g., societal level of student mindsets) also help explain its heterogeneous effects? And does this interaction effect also apply to understanding students' well‐being? To address these questions, we examined whether and how the role of students' mindsets in performance (math, science, reading) and well‐being (meaning in life, positive affect, life satisfaction) depends on the societal‐mindset norms (i.e., Mindsets × Societal Norm effect). Sample/Methods: We analysed a global data set (n = 612,004 adolescents in 78 societies) using multilevel analysis. The societal norm of student mindsets was the average score derived from students within each society. Results: Growth mindsets positively and weakly predicted all performance outcomes (rs =.192,.210,.224), but the associations were significantly stronger in societies with growth‐mindset norms. In contrast, the associations between growth mindsets and psychological well‐being were very weak and inconsistent (rs = −.066,.003,.008). Importantly, the association was negative in societies with fixed‐mindset norms but positive in societies with growth‐mindset norms. Conclusions: These findings challenge the idea that growth mindsets have ubiquitous positive effects in all societies. Growth mindsets might be ineffective or even detrimental in societies with fixed‐mindset norms because such societal norms could suppress the potential of students with growth mindsets and undermines their well‐being. Researchers should take societal norms into consideration in their efforts to understand and foster students' growth. [ABSTRACT FROM AUTHOR]