Network


Latest external collaboration on country level. Dive into details by clicking on the dots.

Hotspot


Dive into the research topics where Rob Foels is active.

Publication


Featured researches published by Rob Foels.


Social Psychological and Personality Science | 2013

Social dominance in context and in individuals: Contextual moderation of robust effects of social dominance orientation in 15 languages and 20 countries.

Felicia Pratto; Atilla Cidam; Andrew L. Stewart; Fouad Bou Zeineddine; María Aranda; Antonio Aiello; Xenia Chryssochoou; Aleksandra Cichocka; J. Christopher Cohrs; Kevin Durrheim; Véronique Eicher; Rob Foels; Paulina Górska; I-Ching Lee; Laurent Licata; James H. Liu; Liu Li; Ines Meyer; Davide Morselli; Orla T. Muldoon; Hamdi Muluk; Stamos Papastamou; I. Petrovic; Nebojsa Petrovic; Gerasimos Prodromitis; Francesca Prati; Monica Rubini; Rim Saab; Jacquelien van Stekelenburg; Joseph Sweetman

We tested the internal reliability and predictive validity of a new 4-item Short Social Dominance Orientation (SSDO) scale among adults in 20 countries, using 15 languages (N = 2,130). Low scores indicate preferring group inclusion and equality to dominance. As expected, cross-nationally, the lower people were on SSDO, the more they endorsed more women in leadership positions, protecting minorities, and aid to the poor. Multilevel moderation models showed that each effect was stronger in nations where a relevant kind of group power differentiation was more salient. Distributions of SSDO were positively skewed, despite use of an extended response scale; results show rejecting group hierarchy is normative. The short scale is effective. Challenges regarding translations, use of short scales, and intersections between individual and collective levels in social dominance theory are discussed.


Teaching of Psychology | 2012

Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations

Thomas J. Tomcho; Rob Foels

Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic examination of whether learning outcomes are moderated by aspects of group process and collaborative learning. Results indicated that (a) group duration of a brief period (one to three classes) was more effective than group duration lasting more than one-half semester, (b) high levels of participant interdependence were associated with greater learning outcomes, and (c) group activities incorporating a formal group project presentation evidenced significantly less robust learning outcomes than activities that did not include a formal group presentation. Based on the findings, the authors provide teaching suggestions that reflect how group processes may impact learning effectiveness.


Teaching of Psychology | 2002

Teaching Acculturation: Developing Multiple “Cultures” in the Classroom and Role-Playing the Acculturation Process:

Thomas J. Tomcho; Rob Foels

Psychology recognizes the importance of educating students regarding cross-cultural issues. We designed a classroom exercise to give students a firsthand appreciation of a specific cross-cultural issue, that of acculturation. After a brief lecture on acculturation, we divided students in the class into 2 groups and helped each group to develop a distinct culture. Students then went on cultural exchanges to the other culture, to experience the acculturation process. Our intent with this exercise was both to teach acculturation and to broaden students perspectives regarding current global cultural issues. Self-report evaluations of this exercise indicated that students believed it was helpful in learning about acculturation, and students reported that they developed empathy for those who are changing cultures.


Psychological Science | 2014

Attitudes Toward Arab Ascendance Israeli and Global Perspectives

Felicia Pratto; Tamar Saguy; Andrew L. Stewart; Davide Morselli; Rob Foels; Antonio Aiello; María Aranda; Atilla Cidam; Xenia Chryssochoou; Kevin Durrheim; Véronique Eicher; Laurent Licata; James H. Liu; Li Liu; Ines Meyer; Orla T. Muldoon; Stamos Papastamou; Nebojsa Petrovic; Francesca Prati; Gerasimos Prodomitis; Joseph Sweetman

Arab nations are decades behind many other previously colonized nations in developing stronger economies, more democratic institutions, and more autonomy and self-government, in part as a result of external interference. The year 2011 brought the potential for greater Arab autonomy through popular uprisings against autocratic governments in Tunisia, Egypt, and Yemen, and through the Palestinian request for state recognition by the United Nations. We examined the psychology of support for Arab ascendancy among adults in 14 nations in the Balkans, the Middle East, Asia, Oceania, Europe, and North America. We predicted and found that people low on social dominance orientation endorsed forming an independent Palestinian state and desired that the Arab uprisings succeed. Rejection of ideologies that legitimize outside interference with Arabs mediated this support. Measures and model results were robust across world regions. We discuss theoretical implications regarding the advent of new ideologies and extending social dominance theory to address international relations.


Basic and Applied Social Psychology | 2010

Cognitive Complexity and the Perception of Subtle Racism

Landon D. Reid; Rob Foels

The present research demonstrated that cognitive complexity is related to the perception of contemporary, subtle racism. Results indicated that the perception of subtle racism was related to attributional complexity. Further, greater attributional complexity was also related to greater racial complexity, defined as the ability of individuals to overcome the normative assumption that racism is no longer a major social problem in the United States and the extent that individuals think about racism. The relationship between attributional complexity and racial complexity held even when accounting for need for cognition, perspective taking, empathy, and political ideology. Finally, we found that racial complexity mediated the effect of attributional complexity on the perception of subtle racism. Taken together, the results of these three studies contribute a general cognitive mechanism related to the perception of subtle racism; an extension of cognitive and attributional complexity; and a new construct, racial complexity, related to the perception of contemporary, subtle racism.


Group Processes & Intergroup Relations | 2016

International support for the Arab uprisings: Understanding sympathetic collective action using theories of social dominance and social identity

Andrew L. Stewart; Felicia Pratto; Fouad Bou Zeineddine; Joseph Sweetman; Véronique Eicher; Laurent Licata; Davide Morselli; Rim Saab; Antonio Aiello; Xenia Chryssochoou; Aleksandra Cichocka; Atilla Cidam; Rob Foels; Benjamin Giguère; Li Liu; Francesca Prati; Jacquelien van Stekelenburg

Inspired by the popular Arab protests against oppressive regimes that began in 2010, people around the world protested in sympathy with the Arab peoples. The present research draws on two major theories of intergroup relations to develop an initial integrative model of sympathetic collective action. We incorporate social dominance theory’s (SDT) concept of (rejectionist) legitimizing myths with the solidarity and emotional mediation concept of the social identity model of collective action (SIMCA) to understand motivations for sympathetic collective action among bystanders. Using data from 12 nations (N = 1,480), we tested three models: (a) SIMCA (i.e., solidarity, anger, and efficacy), (b) a social dominance theory model of collective action (i.e., social dominance orientation and ideologies concerning Arab competence), and (c) an integrated model of sympathetic collective action combining both theories. Results find the greatest support for an integrated model of collective action. Discussion focuses on theoretical pluralism and suggestions for future research.


Social Psychological and Personality Science | 2014

Social dominance in context and in individuals: Contextual moderation of robust effects of social dominance orientation in 15 languages and 20 countries (vol 4, pg 587, 2013)

Felicia Pratto; Atilla Cidam; Andrew L. Stewart; F. Bou Zeineddine; María Aranda; Antonio Aiello; Xenia Chryssochoou; Aleksandra Cichocka; J. C. Cohrs; Kevin Durrheim; Véronique Eicher; Rob Foels; Paulina Górska; I-C Lee; Laurent Licata; James H. Liu; L. Li; Ines Meyer; Davide Morselli; Orla T. Muldoon; Hamdi Muluk; Stamos Papastamou; I. Petrovic; Nebojsa Petrovic; Gerasimos Prodromitis; Francesca Prati; Monica Rubini; Rim Saab; J. van Stekelenburg; Joseph Sweetman

Pratto, F., Çidam A., Stewart, A. L., Zeineddine, F. B., Aranda, M., Aiello, A., Chryssochoou, X., Cichocka, A., Cohrs, J. C., Durrheim, K., Eicher, V., Foels, R., Górska, P., Lee, I.-C., Licata, L., Liu, J. H., Li, L., Meyer, I., Morselli, D., Muldoon, O., Muluk, H., Papastamou, S., Petrovic, I., Petrovic, N., Prodromitis, G., Prati, F., Rubini, M., Saab, R., van Stekelenburg, J., Sweetman, J., Zheng, W., Henkel, K. E. (2013). Social dominance in context and in individuals: Contextual moderation of robust effects of social dominance orientation in 15 languages and 20 countries. Social Psychological and Personality Science, 4(5), 587-599. (Original DOI: 10.1177/1948550612473663) On page 587 of the above article published in Social Psychological and Personality Science, author Monica Rubinis institutional affiliation was listed as the University of Limerick in Limerick, Ireland; however, her institutional affiliation was with the Alma Mater Studiorum University of Bologna in Bologna, Italy.


Sex Roles | 2010

Gender Differences in Social Dominance Orientation: The Role of Cognitive Complexity

Rob Foels; Landon D. Reid


Archive | 2015

The hidden dynamics of discrimination: How ideologies organize power and influence intergroup relations.

Rob Foels; Felicia Pratto


Psychology of Religion and Spirituality | 2018

Psychology of religion courses in the undergraduate curriculum.

Charisse Chappell; Thomas J. Tomcho; Rob Foels

Collaboration


Dive into the Rob Foels's collaboration.

Top Co-Authors

Avatar

Felicia Pratto

University of Connecticut

View shared research outputs
Top Co-Authors

Avatar
Top Co-Authors

Avatar

Atilla Cidam

University of Connecticut

View shared research outputs
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar

Laurent Licata

Université libre de Bruxelles

View shared research outputs
Top Co-Authors

Avatar
Researchain Logo
Decentralizing Knowledge