Life at Both Ends of the Ladder: Education-Based Identification and Its Association With Well-Being and Social Attitudes.
Life at Both Ends of the Ladder: Education-Based Identification and Its Association With Well-Being and Social Attitudes.
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DOI：
10.1177/0146167215594122
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发表时间：
2015-09
影响因子：
4
通讯作者：
Manstead AS
中科院分区：
文献类型：
--
作者：
Kuppens T;Easterbrook MJ;Spears R;Manstead AS
正规教育水平是当代社会的一个重要鸿沟;它与健康、福祉和社会态度（如对少数群体的容忍和对政治的兴趣）有着积极的关系。我们调查了基于教育的认同是否是这些教育效应的共同潜在因素。事实上，基于教育的认同在受过高等教育的人中更强，特别是在包括基于教育的群体自尊的认同方面（即，相信自己的教育群体是有价值的，其他人也这么认为）。此外，虽然群体自尊对不同教育水平的人都有有益的影响，但与群体自尊无关的认同方面对受教育程度较高的人有积极的影响，而对受教育程度较低的人则没有。因此，受教育程度较低的人无法从其他群体存在的身份认同的心理滋养效应中受益。与教育程度低有关的耻辱感和责任感可能是导致各种结果的常见原因。
Level of formal education is an important divide in contemporary societies; it is positively related to health, well-being, and social attitudes such as tolerance for minorities and interest in politics. We investigated whether education-based identification is a common underlying factor of these education effects. Indeed, education-based identification was stronger among the higher educated, especially for identification aspects that encompass education-based group esteem (i.e., the belief that one’s educational group is worthy and that others think so, too). Furthermore, while group esteem had beneficial effects across educational levels, aspects of identification that were unrelated to group esteem had positive effects for the higher educated but not for the less educated. Thus, the less educated do not benefit from the psychologically nourishing effect of identification that exists for other groups. The stigma and responsibility related to low education could be a common explanation for a wide range of outcomes.