Greater mobility in human societies has resulted in more interactions and contact with immigrants. In the current research, we investigated how viewing the world as flexible, changing, and paradoxical (i.e., naïve dialecticism and an incremental theory) may predict one's authoritarian beliefs and in turn predict one's attitudes toward immigrants. To test the generalizability of our findings, we recruit comparable samples (i.e., college students) from two societies that are largely different (Russia and Taiwan). Great cultural similarities were observed. Naïve dialecticism and an incremental theory appeared as two distinctive constructs. People who were higher on naïve dialecticism and an incremental over entity theory had lower support for authoritarian beliefs (i.e., right-wing authoritarianism and social dominance orientation) and, in turn, had more favorable attitudes toward immigrants. Some cultural differences were also observed. Taiwanese participants' negative attitudes toward immigrants were entirely ideology-based, whereas Russian participants' negative attitudes toward immigrants were partly based on presumably personal experiences. Pan-cultural and culturally specific mechanisms in predicting attitudes toward immigrants were further discussed and explored.
This study examines perfectionism in the English language teaching profession in Russia. The aims are threefold: 1) to use latent profile analysis (LPA) to classify English as a foreign language (EFL) teachers into different types of perfectionists; 2) to compare different types of perfectionists using depression-anxiety-stress indicators (DASS); 3) to study the link between perfectionism and the perception of one’s professional teaching activity. We used convenience sampling by collecting data from 117 English teachers (5% males, 95% females; age range 20-64; M= 39; SD=12) with the Short Almost Perfect Scale (SAPS) and the Depression Anxiety Stress Scale-21 (DASS-21). LPA was conducted to determine the optimal number of types of individuals based on their SAPS profile. Three distinct classes of perfectionists were found (adaptive, maladaptive, non-perfectionists). 27% of the respondents fell into the category of maladaptive perfectionists with high scores on both the Standards and Discrepancy subscales. Teachers with higher Standards tend to be more aware of their perfectionism. Teachers who are less satisfied with their English proficiency tend to be more stressed at work. However, the results of the study did not indicate significant differences between the perfectionist types on anxiety, depression, and stress. The findings suggest the need to develop these scales further for measuring perfectionism in the teaching profession and in EFL teaching particularly.
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