公平分享:差距、分配策略和系统理由对教育领域政策支持认知的影响

IF 2.8 2区 心理学 Q2 PSYCHOLOGY, SOCIAL European Journal of Social Psychology Pub Date : 2024-02-07 DOI:10.1002/ejsp.3040
David Igliozzi, Yael Granot, Victor Ottati
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引用次数: 0

摘要

我们在一项试点研究和两项研究中采用实验方法,基于分配正义的理论观点,探讨并对比了制度合理性态度与对再分配政策的公平性认知和支持之间的关系,并强调了三种分配策略:平等、公平和需求。我们首先对多个政策领域(如医疗保健、教育、就业)进行了测试,以考察制度合理性与政策支持之间的广泛联系。然后,我们选择了一个特定的领域--教育--来缩小我们的关注范围,并设计了两项实验研究,以测试系统合理性与分配公正类型之间的相互作用对支持和公平感知的更复杂模型。结果表明,随着制度合理性态度的增强,对基于平等或公平的政策的支持程度和公平感知也会增强。相反,在考虑教育领域基于需求的政策时,制度合理性与支持度或公平性之间没有关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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A fair share: Effects of disparity, allocation strategy and system justification on perceptions of policy support in the education domain

Utilizing experimental methods across a pilot and two studies, we explore and contrast the relationship between system-justifying attitudes and fairness perceptions of and support for redistributive policies based on theoretical accounts of distributive justice, highlighting three allocation strategies: equality, equity and need. We began our investigation with a test across multiple policy domains (e.g., health care, education, employment) to examine broad associations between system justification and policy support. Then, we chose one specific domain – education – to narrow our focus on and designed two experimental studies to test more complex models of the interaction between system justification and the type of distributive justice on support and fairness perceptions. Results indicate that as system-justifying attitudes increase, so does the level of support and perception of fairness of policies based on equality or equity. Conversely, there is no relationship between system justification and support or fairness when considering a need-based policy in the education domain.

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来源期刊
CiteScore
6.10
自引率
7.70%
发文量
84
期刊介绍: Topics covered include, among others, intergroup relations, group processes, social cognition, attitudes, social influence and persuasion, self and identity, verbal and nonverbal communication, language and thought, affect and emotion, embodied and situated cognition and individual differences of social-psychological relevance. Together with original research articles, the European Journal of Social Psychology"s innovative and inclusive style is reflected in the variety of articles published: Research Article: Original articles that provide a significant contribution to the understanding of social phenomena, up to a maximum of 12,000 words in length.
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