Narrative Study of Vietnamese American Male Students

Dark and Peculiar

Journal of Individual Differences ◽

10.1027/1614-0001/a000280 ◽

2019 ◽

Vol 40 (2) ◽

pp. 92-103 ◽

Cited By ~ 7

Author(s):

Janko Međedović ◽

Goran Knežević

Keyword(s):

Undergraduate Students ◽

Study Design ◽

Personal Characteristics ◽

Emotional Reaction ◽

Current Understanding ◽

Male Students ◽

Psychosis Proneness ◽

Negative Emotional Reaction ◽

Mind Set ◽

Psychopathic Tendencies

Abstract. Earlier research suggested that militant extremists could have certain aspects of psychopathic and psychotic characteristics. Relying on these studies, we investigated whether the Militant Extremist Mind-Set (MEM) could be explained by psychopathy, sadism, and Disintegration (psychosis proneness), as subclinical manifestations of amoral, antisocial, and psychotic-like traits. In Study 1 (306 undergraduate students), it was shown that sadistic and psychopathic tendencies were related to Proviolence (advocating violence as a means for achieving a goal); psychopathic and disintegrative tendencies were associated to the Vile World (belief in a world as a corrupted and vile place), while Disintegration was the best predictor of Divine Power (relying on supernatural forces as a rationale for extremist acts). In Study 2 (147 male convicts), these relations were largely replicated and broadened by including implicit emotional associations to violence in the study design. Thus, while Proviolence was found to be related to a weakened negative emotional reaction to violent pictures, Vile World was found to be associated with stronger negative emotions as a response to violence. Furthermore, Proviolence was the only MEM factor clearly differentiating the sample of convicts from male students who participated in Study 1. Results help extend current understanding about personal characteristics related to militant extremism.

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Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

European Psychologist ◽

10.1027/1016-9040.11.4.268 ◽

2006 ◽

Vol 11 (4) ◽

pp. 268-276 ◽

Cited By ~ 2

Author(s):

Aida Orgocka ◽

Jasna Jovanovic

Keyword(s):

High School ◽

High School Students ◽

Identity Development ◽

Youth Development ◽

Female Students ◽

Male Students ◽

Opportunity Structure ◽

School Students ◽

Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000291 ◽

2017 ◽

Vol 225 (2) ◽

pp. 146-156 ◽

Cited By ~ 3

Author(s):

Ivar Bråten ◽

Andreas Lien ◽

John Nietfeld

Keyword(s):

Implicit Theories ◽

Male Students ◽

Task Instruction ◽

Rational Thinking ◽

Implicit Theories Of Intelligence ◽

Entity Theory ◽

Theories Of Intelligence ◽

Theory Of Intelligence ◽

Task Instructions ◽

Culture Specificity

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.

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