Fiona A. White

Linking values and organizational commitment: A correlational and experimental investigation in two organizations

The aim of the two studies was to confirm and clarify the relationships between values and components of organizational commitment (OC) in two organizations. Study 1 extended the work of Finegan (2000) by investigating antecedents of OC in terms of personal and perceived organizational values while

Implicit Theories and Self-Perceptions of Traitedness Across Cultures Toward Integration of Cultural and Trait Psychology Perspectives

From the trait perspective, traitedness, or consistency of behavior, is expected in all cultures. However, cultural psychologists argue that behavior may be more determined by traits in individualistic than collectivistic cultures. The authors investigated implicit theories and self-perceptions of traitedness in two individualistic cultures, the United States (n = 342) and Australia (n = 172), and four collectivistic cultures, Mexico (n = 400), Philippines (n = 363), Malaysia (n = 251), and Japan (n = 192). Although implicit trait beliefs were endorsed in all cultural groups, they were stronger in individualistic than collectivistic cultures. Cultural differences in self-perceptions of one’s own traitedness, as operationalized by self-monitoring, were also found, and comparisons involving the United States and most collectivistic cultures were consistent with cultural psychology perspectives. The ability of self-construals to predict implicit beliefs and self-perceptions of traitedness was also investigated. Overall, the results supported efforts to integrate trait and cultural psychology perspectives.

Culture, cross-role consistency, and adjustment: testing trait and cultural psychology perspectives.

Trait and cultural psychology perspectives on cross-role consistency and its relation to adjustment were examined in 2 individualistic cultures, the United States (N=231) and Australia (N=195), and 4 collectivistic cultures, Mexico (N=199), the Philippines (N=195), Malaysia (N=217), and Japan (N=180). Cross-role consistency in trait ratings was evident in all cultures, supporting trait perspectives. Cultural comparisons of mean consistency provided support for cultural psychology perspectives as applied to East Asian cultures (i.e., Japan) but not collectivistic cultures more generally. Some but not all of the hypothesized predictors of consistency were supported across cultures. Cross-role consistency predicted aspects of adjustment in all cultures, but prediction was most reliable in the U.S. sample and weakest in the Japanese sample. Alternative constructs proposed by cultural psychologists--personality coherence, social appraisal, and relationship harmony--predicted adjustment in all cultures but were not, as hypothesized, better predictors of adjustment in collectivistic cultures than in individualistic cultures.

Relationship of Family Socialization Processes to Adolescent Moral Thought

Abstract The author investigated the relationship between salient family processes and adolescent moral thought among a sample of 271 adolescents and their parents. Family-process variables measured were adaptability, cohesion, and parent-adolescent communication; adolescent moral thought was measured by the influence the adolescent participants attributed to sources of moral authority. Perceptions of high family cohesion were associated with the greatest influence attributed to the family as a source of moral authority. Perceptions of high family adaptability were associated with greater influence attributed to all sources of moral authority. Parent-adolescent dyads who perceived high positive communication showed strong parent-adolescent agreement on the levels of influence attributed to all sources of moral authority. The findings (a) support the view that a strong relationship exists between family-socialization processes and the content of adolescent moral thought and (b) redress an empirical imbalance in research literature.

An Examination of Family Socialisation Processes as Moderators of Racial Prejudice Transmission Between Adolescents and Their Parents

This study extends previous research reporting correlations between adolescents’ and parents’ racial prejudice attitudes by examining how the family socialisation processes of cohesion, adaptability, and communication moderate both subtle and blatant prejudice transmission. The results, based upon a study of 93 adolescents and their parents, revealed that parents’ and adolescents’ prejudice scores were significantly correlated, and high composite scores of family socialisation processes were significantly related to low levels of prejudice for adolescents and fathers. Family socialisation processes were also found to significantly moderate the relationship between mothers’ and adolescents’ subtle racial attitudes – the relationship was strongest for mother-adolescent dyads reporting low and moderate levels of family socialisation processes compared to mother-adolescent dyads reporting high levels of family socialisation processes. Implications of how these findings can improve our understanding of the transmission of racial prejudice between parents and adolescents are discussed.

Graduate attributes of the 4-year Australian undergraduate psychology program

This paper outlines the background, process and outcomes for a project that delineated a set of graduate attributes of the 4-year Australian undergraduate psychology program. The nature of the current undergraduate psychology program and its quality assurance system is described, followed by a consideration of current issues in psychology education and training. The processes involved in delineating the six graduate attributes (i.e., knowledge and understanding, research methods, critical thinking, values, communication, and application) are then described. Some issues and suggestions related to their implementation are then outlined. Finally, the authors summarise what has been accomplished in delineating the graduate attributes, and what still needs to be achieved.

Sources of Influence in Moral Thought: the new Moral Authority Scale

Abstract Current interest in theorising about moral judgement has been dominated by Kohlbergs (1969, 1971) cognitive developmental view. This paper will argue that Kohlbergs and Rests purely “formalistic” conceptualisations of moral judgement and associated measures may misrepresent the true nature of moral thought. Henry (1983a) and Trainer (1982) have identified certain logical inconsistencies in Kohlbergs reliance on the “form” of moral judgements, arguing for a reconceptualisation in terms of the “content” of moral judgement, a much neglected yet equally informative alternative. In light of this, the present study attempts to operationalise Henrys content distinction with respect to Kohlbergs stage approach. Psychometric properties of a new measure called the Moral Authority Scale (MAS) are reported. The MAS was administered twice to 93 late adolescents. Findings revealed that test‐retest and split‐half reliabilities of the MAS subscales were appropriately high. The convergent validity of the MA...

You Are Not Born Being Racist, Are You? Discussing Racism with Primary Aged-Children.

Ethnic-racial socialisation is broadly described as processes by which both minority and majority children and young people learn about and negotiate racial, ethnic and cultural diversity. This article extends the existing ethnic-racial socialisation literature in three significant ways: (1) it explores ways children make sense of their experiences of racial and ethnic diversity and racism; (2) it considers ways children identify racism and make distinctions between racism and racialisation; and (3) it examines teacher and parent ethnic-racial socialisation messages about race, ethnicity and racism with children. This research is based on classroom observations, semi-structured interviews and focus groups with teachers, parents and students aged 8–12 years attending four Australian metropolitan primary schools. The findings reveal that both teachers and parents tended to discuss racism reactively rather than proactively. The extent to which racism was discussed in classroom settings depended on: teachers’ personal and professional capability; awareness of racism and its perceived relevance based on student and community experiences; and whether they felt supported in the broader school and community context. For parents, key drivers for talking about racism were their children’s experiences and racial issues reported in the media. For both parents and teachers, a key issue in these discussions was determining whether something constituted either racism or racialisation. Strategies on how ethnic-racial socialisation within the school system can be improved are discussed.

Integrated solutions for sustainable fall prevention in primary care, the iSOLVE project: a type 2 hybrid effectiveness-implementation design

BackgroundDespite strong evidence giving guidance for effective fall prevention interventions in community-residing older people, there is currently no clear model for engaging general medical practitioners in fall prevention and routine use of allied health professionals in fall prevention has been slow, limiting widespread dissemination. This protocol paper outlines an implementation-effectiveness study of the Integrated Solutions for Sustainable Fall Prevention (iSOLVE) intervention which has developed integrated processes and pathways to identify older people at risk of falls and engage a whole of primary care approach to fall prevention.Methods/designThis protocol paper presents the iSOLVE implementation processes and change strategies and outlines the study design of a blended type 2 hybrid design. The study consists of a two-arm cluster randomized controlled trial in 28 general practices and recruiting 560 patients in Sydney, Australia, to evaluate effectiveness of the iSOLVE intervention in changing general practitioner fall management practices and reducing patient falls and the cost effectiveness from a healthcare funder perspective. Secondary outcomes include change in medications known to increase fall risk. We will simultaneously conduct a multi-methodology evaluation to investigate the workability and utility of the implementation intervention. The implementation evaluation includes in-depth interviews and surveys with general practitioners and allied health professionals to explore acceptability and uptake of the intervention, the coherence of the proposed changes for those in the work setting, and how to facilitate the collective action needed to implement changes in practice; social network mapping will explore professional relationships and influences on referral patterns; and, a survey of GPs in the geographical intervention zone will test diffusion of evidence-based fall prevention practices. The project works in partnership with a primary care health network, state fall prevention leaders, and a community of practice of fall prevention advocates.DiscussionThe design is aimed at providing clear direction for sustainability and informing decisions about generalization of the iSOLVE intervention processes and change strategies. While challenges exist in hybrid designs, there is a potential for significant outcomes as the iSOLVE pathways project brings together practice and research to collectively solve a major national problem with implications for policy service delivery.Trial registrationAustralian New Zealand Clinial Trials Registry ACTRN12615000401550

A theory of change for student-led academic integrity

Abstract Breaches in academic integrity are a pervasive and enduring international concern to the overall quality of higher education. Despite students being the group most affected by academic integrity policies, organisational culture is such that students tend to be passive recipients of change initiatives, rather than the drivers. To deliver a paradigm change, a theory of change framework was designed, implemented and applied to explore the viability of a student-led academic integrity society. To achieve this, a national research project involving three stages of data collection (surveys, interviews and focus groups) was conducted to obtain the perspectives of students and student representatives. The key outcome of the project has been the recent launch of an academic integrity student society, a novel initiative outside the United States of America. The theory of change framework presented here seeks to offer guidance to other institutions contemplating the viability of student-led change to academic integrity and the establishment of academic integrity student societies, in particular.