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- Title
Influence of abstract thinking style on morality and sociability attributed to immigrants by people with more conservative ideologies.
- Authors
Caballero, Amparo; Fernández, Itziar; Laforêt, Bronwyn; Carrera, Pilar
- Abstract
In current society, immigration is a reality that poses important challenges. Identifying factors that favor a more positive evaluation of immigrants could lead to new avenues of intervention to achieve more positive intergroup relationships and greater social well-being. Given that a more abstract thinking style promotes less focus on obstacles and difficulties, the aim of the present study was to examine the link between construal level and stereotype, focusing on people with a more conservative ideology, a population that tends to have a higher level of prejudice towards immigrants. We hypothesized that conservative people with a more abstract thinking style would report less negative stereotypes than those with a more concrete thinking style. In a sample of Spanish adults (N = 1,208, 60.1% women), we applied a questionnaire measuring thinking style, ideology, the degree to which immigrants are perceived as competitors, and the dimension of warmth (morality and sociability) of the stereotype content of that group. We found that more conservative people perceived, to a greater extent, immigrants as competitors and considered them less moral and sociable. However, the warmth (morality and sociability) attributed to immigrants was significantly higher for those conservative individuals who presented more abstract thinking style, with perceived competition as the mediating variable. As it is possible to induce a more abstract thinking style, the results of this study open a new avenue for intervention in promoting more positive attitudes toward immigrants, especially in more conservative people who tend to present more negative stereotypes towards this collective.
- Subjects
SOCIAL attitudes; ABSTRACT thought; IMMIGRATION opponents; SPANIARDS; SOCIABILITY
- Publication
Psychology, Society & Education, 2024, Vol 16, Issue 2, p1
- ISSN
2171-2085
- Publication type
Article
- DOI
10.21071/pse.v16i2.17063