This study was aimed at testing if exposure to a narrative about a heroic helper, can increment responsibility-taking about past ingroup wrongdoings and reduce prejudice and intergroup hostility in the present. We used the narrative of a Hungarian hero in an experiment who acted for targets of the Holocaust in Hungary, and measured if this narrative might increase collective responsibility for the Holocaust, decrease Hungarians' hostile attitudes towards the Jewish minority, and this effect could be expanded to ongoing conflicts with other minorities. We used an experimental group (N = 99) exposed to the narrative, and a control group (N = 101) that was not. Both groups completed a test-battery measuring national identification, empathy, responsibility-taking, and prejudice. Data were analyzed with SPSS, and open-ended questions were content-analyzed by four independent coders. Results show that learning about a heroic helper increased acceptance of responsibility for the Holocaust and empathic abilities, whereas these effects were not generalized to current intergroup relations.
The representations of heroes and the heroic acts point to social values, norms, and morality of the present, creating a bridge between the past and a potential future. In this paper, a cross-cultural explorative study of heroes is presented aiming to explore general tendencies and possible patterns related to the different social contexts. Participants were reached from seven countries via social media (N = 974) for corpus construction. We asked by their choice of hero, national hero, and desired heroic action in their respective countries. A thematic analysis was conducted. Results show that there is a high rate of no choice, while among the chosen the prototypical hero is a lone moral man acting in the private (family) or public sphere (political actors). Both spheres offer the naturalization of the hero. There is a dialogical frame between the exceptional and the ordinary. Chosen heroes are dominantly contemporary males’ family members or political figures. While the purpose attributed to the personal hero is to maintain stability, the purpose attributed to the heroic actions of the public sphere is to obtain change. Similarities and differences between the seven subcorpuses are also described.
The authors developed a Holding Community Program to achieve the following objectives: (a) to increase the perspective-taking capacity of adolescents; (b) to promote interpersonal and intergroup harmony; (c) to empower school students to be more (pro)active in their communities and in public life. Apart from the intervention itself, the study comprised a pre-test and a post-test and involved a total of 240 Hungarian high school students (159 female, 66.3%). The students were aged 14–18 (Mage=15.33; SDage=0.88). They were recruited from four high schools. Control groups (N=122) were chosen from the same institution and graded as experimental classes (N=118, 7 classes). Both immediate and long-term effects of the intervention (4–6 months after the intervention) were explored. Quantitative analysis of the data indicated that the two-day intervention program had significantly increased the students’ perspective-taking capacity (short-term: F(1,238)=6.03, p<0.05, long-term: n.s.) and efficacy beliefs (short-term: F(1,238)= 3.83, p=0.052, long-term: F(1,238)= 3.38, p<0.05). After the training, students were more willing to participate in collective actions (short-term: F(1,238)= 7.32, p<0.01, long-term: F(1,238)= 3.83, p<0.05). These results seem quite promising but the outcome was not significant regarding its effect on prejudice.
Háttér és célkitűzések A serdülők társas készségeinek fejlesztése és társadalmi tudatosságának növelése hozzásegítheti a diákokat ahhoz, hogy közösségük aktív és felelős tagjává váljanak. A Megtartó Közösségek Program kétnapos, intenzív tréning, mely a nem formális tanulás és az élménypedagógia eszközei segítségével kívánja támogatni a diákok szociális fejlődését. Célterületei közé tartozik a perspektívaváltás, az inkluzív szociális identifikáció, az énhatékonyság támogatása, az előítéletek csökkentése és a kollektív cselekvési szándék facilitálása. Jelen tanulmány a program hatékonyságvizsgálatát mutatja be. Módszer Az adatgyűjtés 2019 és 2021 zajlott 14–18 éves Baranya megyei diákok bevonásával (N = 296). Ismételt méréses vizsgálati és kontrollcsoportos elrendezésben a résztvevők 2–4 hét különbséggel töltötték ki a program célterületeire fókuszáló kérdőívcsomagot. Eredmények A vizsgálat eredményei alapján a Megtartó Közösségek Program eredményesen növeli a serdülők perspektívaváltási képességét, észlelt társas énhatékonyságát, a roma emberek elfogadását és a hátrányos megkülönböztetés csökkentésére irányuló kollektív cselekvési hajlandóságát. Következtetések Eredményeink rámutatnak arra, hogy a program alkalmas a társas-társadalmi készségek célzott fejlesztésére. A mérsékelt hatáserősségek mentén megfogalmazható, hogy a jelentős intervenciós hatás eléréséhez komplex, hosszabb időtartamú beavatkozások szükségesek.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.