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This paper examines inter-religious attitudes from the perspective of Muslim minorities living in Western Europe. We examine both Sunni and Alevi Muslims of Turkish origin living in Germany and the Netherlands, and focus on their global feelings towards multiple religious out-groups (Christians, Jews, Muslim out-group, and non-believers). We hypothesize that Sunnis would dislike religious out-groups more than Alevis, and that these group differences in religious out-group feelings can be explained by group differences in host national identification and the three B’s of religious commitment: belonging (religious identification), behaviour (religious practices), and belief (liberal values). Sunnis were found to be rather negative towards Alevis, and Alevis were even more negative towards Sunnis. Furthermore, as expected, Alevis had more positive feelings towards Christians, Jews and non-believers, and this was related to their stronger host national identification, lower religious group identification, lower involvement in religious practices, and stronger endorsement of liberal values. We conclude by pointing at the need to distinguish between subgroups of Muslims instead of treating them as a uniform collective. 相似文献
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陈阳 《辽宁师范大学学报(社会科学版)》2014,(3):371-376
亲社会行为的研究范畴在微观、中观和宏观三个层次上存在差别。宏观层次的亲社会行为研究较多关注群体身份对亲社会行为的影响。群体身份对亲社会行为影响的生物基础可用亲缘选择模型解释。这种解释符合进化心理学视角下的行为连续性假设。群体身份影响亲社会行为发生的内部机制与行动者对求助者身份的社会认知过程有关,求助者的内群或外群身份使行动者亲社会行为意愿、表现有差别。行动者感受到求助者和自己的"相似性"越大,亲社会行为越易发生。未来研究应在具体社会情境背景下探讨两者的关系,丰富该研究主题的内涵及其实际应用价值。 相似文献
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塔若琪 《晋城职业技术学院学报》2020,13(2):69-71,74
本研究采用行为实验的方法,探讨网络评论是否能够促进大学生对外群体成员的积极态度。研究结果表明:阅读网络评论的个体与外群体成员在现实生活中进一步接触的意愿更加强烈,与外群体成员有更小的社会距离;不同身份网络用户的评论对接触意愿及社会距离的影响存在显著差异。 相似文献
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自1978年改革开放以来,中国社会正在经历一场历史上前所未有的伟大实践。持续出现且继续深化的各种新社会生活形式,如虚拟空间与信息交流的广泛渗透和升级,社会流动与文化观念的不断加速和变迁,劳动分工与工作方式的日益精细和专业化,人际交往与心理体验的普遍拓展和功利化等,倒逼着人们比其他任何历史生活年代都更为迫切地诉求在社会实践和社会互动中营造普遍的信任环境,实现有效的合作。为实现富强民主、文明诚信的社会理想和社会主义核心价值观,中国社会治理进程将会面临信任的三大变迁,即:从内群信任转向外群信任的群际信任变迁,从人际信任转向制度信任的抽象信任变迁,从低信任社会转向高信任社会的社会信任变迁。 相似文献
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Psychological safety is the shared belief that the team is safe for interpersonal risk-taking. Critical team events such as conflict and faultlines (hypothetical lines that split a team into subgroups) should impact psychological safety. Previous research has shown the benefits of task conflict on team outcomes under certain conditions and the consistently negative effects of demographic faultline strength on team outcomes. We propose that being close to the principal (what we call belonging to the principal’s in-group) should help attenuate the negative effects of task conflict and faultlines among teachers, because it is associated with a more effective working relationship. In a survey study with 244 teachers from 45 primary schools, we tested the moderating effect of belonging to the principal’s in-group vs. belonging to an out-group on the relationships of task conflict and faultlines on psychological safety. Results of multilevel model tests showed that relationship conflict (but not task conflict) and faultlines decreased psychological safety. However, when teachers belonged to the principal’s in-group as compared to an out-group, task conflict had no negative effect on psychological safety. We present implications to bridge the negative effects due to subgroup presence, so that psychological safety can become a resource for all. 相似文献
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This study compared whether an individual is more likely to perceive interpersonal attraction toward a member of his/her own or a different religious group. Self-identified Hindus (N=526) and self-identified Muslims (N=301) in India participated in the study. Results indicate members of a religious group (Hindus and Muslims) are significantly more likely to perceive physical, social, and task attraction for members of their own religious group than for individuals from another religious group. These results support an ethnic group vitality and in-group/out-group dichotomy. 相似文献
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聚焦中国职场中颇具代表性的圈内人/圈外人身份，探讨了圈内/圈外知识共享、文化价值观以及文化价值观与圈内/圈外知识共享之间关系的代际差异。基于对中船重工149位年轻样本和168位年长样本的问卷调查数据进行实证研究。结果显示，年轻和年长样本的圈内知识共享均显著高于圈外知识共享；年轻样本的各文化价值观变量均值均显著低于年长样本；不考虑代际差异时，集体主义、面子取向显著促进圈内知识共享但显著抑制圈外知识共享，人情取向显著促进圈内知识共享但对圈外知识共享无显著影响，长期取向、关系取向、和谐取向对圈内/圈外知识共享均产生显著积极影响；考虑代际差异时，年轻和年长样本的大部分结论与总体样本一致，但在年轻样本中，长期取向、和谐取向对圈内/圈外知识共享的影响较为凸出，集体主义对圈外知识共享无显著消极影响，而在年长样本中，关系取向对圈内/圈外知识共享的影响最明显，面子取向对圈内知识共享无显著积极影响。 相似文献
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Judith T. Wagner Lorinda B. Camparo Vera Tsenkova James C. Camparo 《International Journal of Educational Research》2008,47(5):312-322
Denmark's commitment to childhood characterized by equality, democracy, and social cooperation stands in stark contrast to public discourse about immigrant children, who are sometimes branded with negative stereotypes and cast as the cause of school problems. This study examined ethnic-group membership, ethnicity salience, and peer preferences of 399 children in 21 classrooms in two Danish cities to explore whether anti-immigrant sentiments tracked into classrooms, socially marginalizing minority children, and whether any such disadvantages derived from ethnicity salience, in-group favouritism and/or out-group bias. Researchers introduced an index to control for class differences in the relative number of ethnic minority and majority children and analyzed both child as chooser and child as chosen dynamics. They found that minority/majority status was associated with in-group preference, social preference, and social status, disadvantaging minority children, especially in the smaller city. Salience was associated with minority status only. In-group preference did not correlate with out-group bias. Findings revealed potential risks and protective factors for minority children. Evidence contradicted stereotypic characterizations of minority children. 相似文献
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This research tested the relationship between individuals cultural values and the malleability in their ways of knowing in two social contexts. Two hundred and ninety-two college students majoring in either business or social sciences initially received two priming conditions (two weeks apart) where they reflected on either their in-group or their out-group. Then, their adherences to ways of knowing: separate knowing (SK, being a devil’s advocate) and connected knowing (CK, being perspective taker) and cultural values: collectivist-horizontal, collectivist-vertical, individualist-horizontal and individualist-vertical were assessed. Analyses revealed a priming condition X ways of knowing X cultural values interaction. When students had their in-group in mind, their CK score was significantly higher than their SK score in all cultural categories. When students had their out-group in mind, their CK scores decreased to comparable levels of their SK score in all cultural values except horizontal-collectivist. Students with a dominant collectivist-horizontal values maintained higher CK scores compared with their SK scores in the out-group condition. Implications for perspective-taking and critical thinking are discussed. 相似文献
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