The psychological imprint of inequality: Economic inequality shapes achievement and power values in human life.

Gini economic inequality perceived inequality value theory values

Journal

Journal of personality
ISSN: 1467-6494
Titre abrégé: J Pers
Pays: United States
ID NLM: 2985194R

Informations de publication

Date de publication:
22 Jul 2022
Historique:
revised: 13 06 2022
received: 22 12 2021
accepted: 15 07 2022
pubmed: 23 7 2022
medline: 23 7 2022
entrez: 22 7 2022
Statut: aheadofprint

Résumé

This research investigates how economic inequality shapes basic human values across three cross-national, cross-regional, and longitudinal studies (N Study 1 examined the relationship between objective economic inequality and values across 77 societies from all five continents (n = 170,525). Study 2 examined the relationship between objective economic inequality and values across 51 regions in the United States (n = 48,559). Study 3 used a two-year longitudinal design to examine the relationship between perceived economic inequality and values (n = 613). Results from multilevel modeling and longitudinal analysis suggested that people who lived in areas with higher economic inequality and who perceived higher economic inequality were more likely to endorse achievement and power values. Moreover, people who perceived higher economic inequality were less likely to endorse benevolence values. These effects were robust in within-country tests (Studies 2 and 3) but not in the cross-country tests (Study 1) when accounting for sociodemographic characteristics. Our findings suggest that economic inequality may act as an antecedent of self-enhancement values, particularly within countries. In a world of rising economic inequality, this may over time lead to an overemphasis on achievement and power which have been shown to erode social cohesion.

Identifiants

pubmed: 35866366
doi: 10.1111/jopy.12758
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Informations de copyright

© 2022 Wiley Periodicals LLC.

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Auteurs

Hongfei Du (H)

Institute of Advanced Studies in Humanities and Social Sciences, Beijing Normal University, Zhuhai, China.

Friedrich M Götz (FM)

Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada.

Ronnel B King (RB)

Faculty of Education, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Pok Fu Lam, Hong Kong SAR.

Peter J Rentfrow (PJ)

Department of Psychology, University of Cambridge, Cambridge, UK.

Classifications MeSH