The Effect of Political Ideology on Consumer Complaints and Dispute Behaviors : The Moderating Effects of Company Power and Fairness Perception in the Relationships

There is robust evidence showing associations between political ideology and environmentalism such that self-identified political liberals tend to hold greater pro-environmental positions than conservatives. Drawing from research on moral foundations, we report two studies examining the extent to which political ideology and individualising foundations of care- and fairness-based morality interact to predict environmentalism. Results support the predicted moderating role of individualising foundations, with no moderating effects for the binding foundations of loyalty-, authority- and sanctity-based morality. Liberal ideology was a stronger predictor of electricity conservation with increasingly high levels of individualising morals (Study 1, N = 144), while conservative ideology was a stronger predictor of positive feelings towards the Green Party with increasingly high levels of individualising morals (Study 2, N = 233). The results indicate that individualising morals might intensify environmentalism for those who already lean towards a pro-environmental stand but also for those who lean away from a pro-environmental stand. The findings confirm the important role of both care- and fairness-based morality in addressing environmental problems.

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Equifinality and Pathways to Environmental Concern: A Fuzzy-Set Analysis

Socius Sociological Research for a Dynamic World ◽

10.1177/2378023119872412 ◽

2019 ◽

Vol 5 ◽

pp. 237802311987241

Author(s):

Jared Berry Fitzgerald

Keyword(s):

Comparative Analysis ◽

Fuzzy Set ◽

Social Factors ◽

Political Ideology ◽

Environmental Concern ◽

Qualitative Comparative Analysis ◽

Environmental Sociology ◽

The Other ◽

Moderating Effects ◽

Fuzzy Set Analysis

Studying how people understand and develop concern for environmental problems is a key area of research within environmental sociology. Previous research shows that numerous social factors have measurable effects on environmental concern. However, results tend to be somewhat inconsistent across studies on this topic. One possible explanation for this is because these social factors are typically examined as independent from one another. However, these factors are interrelated in complex ways, as shown by research on the moderating effects of race and political ideology on education. Using qualitative comparative analysis (QCA), this study examines the complex ways in which previously identified social factors interact with one another to affect environmental concern. The findings suggest that aside from political ideology, all of the other factors should be understood in combination with others. The findings also suggest equifinality and asymmetry as there are multiple distinct pathways to environmental concern.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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