Does competence or morality mainly drive self-esteem? It depends on general system justification

2021 ◽  
Vol 97 ◽  
pp. 104207
Author(s):  
Yuan Liang ◽  
Xuyun Tan ◽  
Jianning Dang ◽  
Cong Wei ◽  
Zibei Gu ◽  
...  
Keyword(s):  
General System ◽  
Self Esteem ◽  
System Justification

The moderating effect of general system justification on the relationship between unethical behavior and self-esteem

2018 ◽  
Vol 19 (2) ◽  
pp. 140-163
Author(s):  
Yuan Liang ◽  
Li Liu ◽  
Xuyun Tan ◽  
Jianning Dang ◽  
Chao Li ◽  
...  
Keyword(s):  
Unethical Behavior ◽  
General System ◽  
Self Esteem ◽  
System Justification ◽  
Moderating Effect ◽  
The Relationship

An Experimental Replication of the Depressed-Entitlement Effect Among Women

1997 ◽  
Vol 21 (3) ◽  
pp. 387-393 ◽  
Author(s):  
John T. Jost
Keyword(s):  
Experimental Study ◽  
University Students ◽  
General System ◽  
System Justification ◽  
Men And Women ◽  
Disadvantaged Groups ◽  
Participant Gender ◽  
Experimental Replication ◽  
Current Sample ◽  
A Current

Previous research has suggested that women pay themselves significantly less than men pay themselves for the same amount of work (Callahan-Levy & Messé, 1979; Major, McFarlin, & Gagnon, 1984). In an experimental study involving 132 participants (68 men and 64 women), this “depressed-entitlement effect” was replicated in a current sample of university students. Independent judges unaware of participant gender perceived no differences in quality between products of men and women, indicating that the two groups' efforts did not differ in objective terms. Results are interpreted in terms of a general system-justification framework (Jost & Banaji, 1994), according to which members of disadvantaged groups internalize ideological justifications for their own disadvantage.

General System Justification Scale--Adapted Version

2016 ◽  
Author(s):  
Xuyun Tan ◽  
Li Liu ◽  
Zhenwei Huang ◽  
Wenwen Zheng ◽  
Yuan Liang
Keyword(s):  
General System ◽  
System Justification

scholarly journals The ideological basis of antiscientific attitudes: Effects of authoritarianism, conservatism, religiosity, social dominance, and system justification

2021 ◽  
Vol 24 (4) ◽  
pp. 518-549
Author(s):  
Flávio Azevedo ◽  
John T. Jost
Keyword(s):  
Low Income ◽  
Social Dominance ◽  
Political Ideology ◽  
Social Dominance Orientation ◽  
General System ◽  
Climate Science ◽  
System Justification ◽  
Ordinary People ◽  
Scientific Experts ◽  
Low Education

Serious concerns about public distrust of scientific experts and the spread of misinformation are growing in the US and elsewhere. To gauge ideological and psychological variability in attitudes toward science, we conducted an extensive analysis of public opinion data based on a nationally representative survey of U.S. adults ( N = 1,500) and a large replication sample ( N = 2,119). We estimated the unique effects of partisanship, symbolic and operational forms of political ideology, right-wing authoritarianism (RWA), social dominance orientation (SDO), and general system justification (GSJ), after adjusting for demographic factors. Multiverse analyses revealed that (a) conservatism and SDO were significant predictors of distrust of climate science in > 99.9% of model specifications, with conservatism accounting for 80% of the total variance; (b) conservatism, RWA, religiosity, (male) sex, (low) education, (low) income, and distrust of climate science were significant predictors of skepticism about science in general (vs. faith) in > 99.9% of model specifications; (c) conservatism, RWA, (low) education, and distrust of climate science were significant predictors of trust in ordinary people (over scientific experts) > 99.9% of the time; and (d) GSJ was a significant predictor of trust in scientific experts (over ordinary people) 81% of the time, after adjusting for all other demographic and ideological factors. Implications for the role of science in democratic society are discussed.

Antecedents and Consequences of System-Justifying Ideologies

2005 ◽  
Vol 14 (5) ◽  
pp. 260-265 ◽  
Author(s):  
John T. Jost ◽  
Orsolya Hunyady
Keyword(s):  
Well Being ◽  
Self Esteem ◽  
Status Quo ◽  
System Justification ◽  
Need For Closure ◽  
System Justification Theory ◽  
Disadvantaged Groups ◽  
The Status ◽  
Antecedents And Consequences ◽  
System Threat

According to system justification theory, there is a psychological motive to defend and justify the status quo. There are both dispositional antecedents (e.g., need for closure, openness to experience) and situational antecedents (e.g., system threat, mortality salience) of the tendency to embrace system-justifying ideologies. Consequences of system justification sometimes differ for members of advantaged versus disadvantaged groups, with the former experiencing increased and the latter decreased self-esteem, well-being, and in-group favoritism. In accordance with the palliative function of system justification, endorsement of such ideologies is associated with reduced negative affect for everyone, as well as weakened support for social change and redistribution of resources.

scholarly journals The Palliative Effects of System Justification on the Health and Happiness of Lesbian, Gay, Bisexual, and Transgender Individuals

2018 ◽  
Vol 45 (3) ◽  
pp. 372-388 ◽  
Author(s):  
Alexandra Suppes ◽  
Jaime L. Napier ◽  
Jojanneke van der Toorn
Keyword(s):  
Body Mass Index ◽  
Well Being ◽  
Self Esteem ◽  
System Justification ◽  
Internalized Homonegativity ◽  
Subjective Well Being ◽  
Disadvantaged Group ◽  
Bisexual And Transgender ◽  
The Relationship ◽  
Mental And Physical Health

Across three studies, we examine the correlates of subjective well-being and mental and physical health among members of a historically disadvantaged group, namely, lesbian, gay, bisexual, and transgender (LGBT) individuals. Results show those who minimize (vs. acknowledge) the extent to which their group is the target of discrimination report better well-being across myriad indicators (Studies 1-3). We also demonstrate that this effect is mediated by perceived system fairness (Study 1); holds above and beyond internalized homonegativity (Studies 1 and 3) and ingroup identification (Studies 2-3); and is true regardless of whether individuals reside in hostile or accepting environments (Study 2), and regardless of whether individuals had personally experienced discrimination (Study 3). For some indicators (namely, body mass index [BMI], social well-being, self-esteem, depression, and mental illness diagnosis), the relationship between minimization of discrimination and well-being was stronger among those who had frequent (vs. rare) discriminatory experiences.

scholarly journals The Effects of General System Justification on Corruption Perception and Intent

2016 ◽  
Vol 7 ◽  
Author(s):  
Xuyun Tan ◽  
Li Liu ◽  
Zhenwei Huang ◽  
Wenwen Zheng ◽  
Yuan Liang
Keyword(s):  
General System ◽  
System Justification ◽  
Corruption Perception

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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