Although acquiring information can provide numerous benefits, people often opt to remain ignorant. We define information avoidance as any behavior designed to prevent or delay the acquisition of available but potentially unwanted information. We review the various literatures that examine information avoidance and provide a unique framework to integrate the contributions of these disparate areas of research. We first define information avoidance and distinguish it from related phenomena. We then discuss the motivations that prompt information avoidance and the factors that moderate the likelihood of avoidance. Finally, we discuss individual differences that predict preferences for information avoidance. We conclude by evaluating the current state of research on information avoidance and discussing directions for future research.

Although people have used religion to justify aggression, evidence suggests that greater religiousness corresponds with less aggression. We explored two explanations for the religion-aggression link. First, most major religions teach self-control (e.g., delaying gratification, resisting temptation), which diminishes aggression. Second, most major religions emphasize compassionate beliefs and behavior (i.e., perspective taking, forgiveness, a broader love of humanity) that are incompatible with aggression. We tested whether self-control and compassion mediated the relationship between religion and aggression (direct and indirect) in a longitudinal study of 1,040 adolescents in the United States. Structural equation analyses revealed that self-control and compassion together completely mediated the religion-aggression relationship for both types of aggression.

Although numerous studies link adolescent religiousness to a variety of outcomes, limitations in the measurement of adolescent religiousness constrain interpretation of the findings. We introduce a multi-item measure of adolescent religiousness, the Religious Commitment Inventory for Adolescents (RCI-A), that assesses both religious behavior and sentiments and is appropriate for use with adolescents of varying religious faiths. Ninth graders (N ϭ 1,419) completed the RCI-A and several other survey instruments online. Results revealed that the RCI-A has strong psychometric properties (e.g., internal consistency, test-retest reliability, and construct validity) and is appropriate for use with adolescents from a variety of religious faiths. Furthermore, it predicted engagement in risk behavior (cigarette, marijuana, and alcohol use).

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Adolescents' attitudes toward disadvantaged groups are surprisingly understudied. What we know from these few studies is that adolescents' attitudes tend to become more favorable over time and that adolescent girls display more favorable attitudes than do adolescent boys. However, researchers have not offered explanations for why these effects occur. We proposed that changes in social-cognitive abilities that accompany adolescent development increase perspective taking and that the increased perspective taking facilitates more favorable attitudes toward disadvantaged groups. Because girls develop social-cognitive abilities earlier than boys, girls should show greater perspective taking and thus more positive attitudes toward disadvantaged groups than should boys. Importantly, we propose that these more positive attitudes are explained better by perspective taking than by gender. Participants were late adolescents (n = 803, 53.3 % female, ages 15-19) from high schools in north-central Florida (United States) participating in an ongoing, multi-wave study. Participants completed a measure of perspective-taking and reported their attitudes toward three disadvantaged groups (Black, gay, and poor people) during their third year of high school and, again, 6 months later during their fourth year of high school. Our findings provided strong support for our theorizing. Girls generally reported warmer attitudes than did boys toward disadvantaged groups, with the gender differences in warmth tending to diminish across time. Similarly, girls were higher than boys in perspective-taking abilities at both time points, although boys increased over time whereas girls did not. Crucially, perspective taking mediated observed gender differences in attitudes, suggesting that perspective taking is a mechanism for improving attitudes toward disadvantaged groups during late adolescence.