Franki Y.H. Kung

Culture, Fixed-World Beliefs, Relationships, and Perceptions of Identity Change

Personal identity continuity has been a focus of much philosophical inquiry, yet lay perceptions of identity continuity and their psychological bases are not well understood. We hypothesize that cultural differences in lay beliefs about the fixedness of the world promote different intuitions about identity continuity: People from a society with rigid social systems should perceive more identity discontinuity when a person’s social relationships (vs. internal traits) change, whereas those from a society with more flexible social systems should perceive the reverse. We tested this hypothesis by comparing fixed-world beliefs and perceptions of identity discontinuity in India and the United States. Results of two studies (N = 863) showed that Indians perceived more identity discontinuity than Americans when relationships (vs. internal traits) changed, which was explained by Indians’ stronger fixed-world beliefs. Moreover, in Study 2, cultural differences in perceived identity discontinuity mediated cultural differences in trust when a target’s relationships (vs. internal traits) changed.

Academic Success of “Tiger Cubs” Self-Control (not IQ) Predicts Academic Growth and Explains Girls’ Edge in Taiwan

Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

Are Attention Check Questions a Threat to Scale Validity

Attention checks have become increasingly popular in survey research as a means to filter out careless respondents. Despite their widespread use, little research has empirically tested the impact of attention checks on scale validity. In fact, because attention checks can induce a more deliberative mindset in survey respondents, they may change the way respondents answer survey questions, posing a threat to scale validity. In two studies, we tested this hypothesis (N 5 816). We examined whether common attention checks—instructedresponse items (Study 1) and an instructional manipulation check (Study 2)— impact responses to a well-validated management scale. Results showed no evidence that they affect scale validity, both in reported scale means and tests of measurement invariance. These findings allow researchers to justify the use of attention checks without compromising scale validity and encourage future research to examine other survey characteristic-respondent dynamics to advance our use of survey methods.

The Role of Regulatory Fit in Framing Effective Negative Feedback Across Cultures

Giving effective negative feedback is not only important but also challenging. Often people struggle as to how; and perhaps even more so when the feedback receiver comes from a different culture . Building on the regulatory fit theory, the current research examined how negative feedback framing (gain- vs. loss framed) would affect feedback receivers’ motivation as a function of their regulatory focus. We found that European Americans were in general more promotion-focused than Chinese (Study 1) and Indians (Study 2), such that promotion-focused (vs. prevention-focused) participants showed higher motivation after receiving gain-framed (vs. loss-framed) negative feedback. Across two studies, with student and work samples, our findings answered the question of how to give more effective negative feedback and suggested that regulatory fit can be a universal strategy for increasing motivation across the East and West.