Frontiers in psychology
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Heroism has only recently become a topic of empirical investigation. Existing research suggests a connection between heroism and four well-documented dimensions of human social behavior: (1) the cost incurred by the actor; (2) the benefit provided to the recipient; (3) the perceived frequency (i.e., descriptive normativity); and (4) the perceived expectation to perform it (i.e., injunctive normativity). In a series of exploratory studies (total N = 408), we aim to shed light on how each of these constructs influence lay intuitions about the nature of heroism (i.e., what determines which acts people perceive to be heroic). ⋯ Finally, subjects in Study 3 rated the cost to the actor, the benefit to the recipient(s), the descriptive normativity (i.e., frequency), and the injunctive normativity (i.e., obligatoriness) of ten acts, five of which received particularly high heroism scores in Study 2 ("exemplary" acts of heroism) and five of which received particularly low heroism scores in Study 2 ("ambiguous" acts of heroism). We find that more heroic acts are seen as rarer and more costly to actors-but, interestingly, not more beneficial to recipients or less obligatory. These findings help to illuminate what it means to be seen as a hero, and suggest clear future directions for both empirical and theoretical work.
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Frontiers in psychology · Jan 2019
ReviewQEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving.
The nature of creative thinking is complex and multifaceted, often involving cognitive processes and dispositions modulated by implicit cultural belief systems and ways of thinking. In this article, we build on existing research on the relations of creative thinking and culture, and explore how specific cultural resources can be harnessed to foster creative problem-solving in education. ⋯ We then introduce a pedagogical model, QEOSA, to illustrate how cultural resources, particularly culture-specific ways of thinking about the world, can be harnessed to foster creative thinking in education, and what developmental and pedagogical considerations are involved to make it effective. We finally conclude this article by indicating the value of this line of work that integrates psychological, cultural, developmental, and educational principles in fostering the development of a creative mind-set with relevant knowledge, skills, dispositions, and values.
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Frontiers in psychology · Jan 2019
ReviewSilence Is Golden. Six Reasons Inhibiting the Spread of Third-Party Gossip.
Most of the current literature on gossip describes gossipmongers as incessantly sharing evaluative and valuable information about an absent third party in teams, groups, communities, and organizations. However, potential gossipers can similarly decide not to share what they know, depending on the content, the context, or their relationship with the other actors in the gossip triad. We argue that understanding the reasons why people do not gossip may provide useful insights into individual motives, group dynamics, and collective behaviors. ⋯ We then propose to apply Goal Framing theory as a way to bridge a theory of the micro-foundations of human behavior with an analytical model of the gossip triad that disentangles the various ways through which senders, receivers, and objects of gossip may be interrelated. From a goal framing perspective, most research on gossip illustrates the mechanisms in which the hedonic gratification derived from gossiping is reinforced by gain or normative goals. However, a normative or a gain goal frame can prevent the gossip monger from spreading the information, and we argue that depending on different configurations of frames and relations between actors the perceived costs of sending gossip may be far higher than much of the previous literature suggests.
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Frontiers in psychology · Jan 2019
Reasons to Write in Grade 6 and Their Association With Writing Quality.
Writing is a particularly complex and demanding task that needs to be mastered to assure students' success at school. In the last decades, the scientific community has been unanimous about the involvement of cognitive and motivational processes in the learning of writing. However, little is still known about some motivation-related processes, such as the reasons why students write. ⋯ Together these findings confirm the key role of motivation in writing and provide validity evidence of the Writing Motivation Questionnaire. This seems a useful tool to better understand the motivational processes involved in learning to write. However, despite the increasing research investment in this area, it is still important to carry out further studies that may contribute to the enrichment of the field of writing motivation.