Norm enforcement may be important for resolving conflicts and promoting cooperation. However, little is known about how preferred responses to norm violations vary across cultures and across domains. In a preregistered study of 57 countries (using convenience samples of 22,863 students and non-students), we measured perceptions of the appropriateness of various responses to a violation of a cooperative norm and to atypical social behaviors. Our findings highlight both cultural universals and cultural variation. We find a universal negative relation between appropriateness ratings of norm violations and appropriateness ratings of responses in the form of confrontation, social ostracism and gossip. Moreover, we find the country variation in the appropriateness of sanctions to be consistent across different norm violations but not across different sanctions. Specifically, in those countries where use of physical confrontation and social ostracism is rated as less appropriate, gossip is rated as more appropriate.

The study examines university students’ course preferences and their relations to learning approaches, apparently for the first time, to gain insight how different course designs are experienced by students with different learning approaches. The data includes students from two universities and fields: business (n = 467) and social sciences (n = 313). The attributes in preference measurement were selected on the basis of previous research and focus groups discussions and choice-based conjoint analysis was used. The learning approaches were measured using Experiences of Teaching and Learning Questionnaire developed by Entwistle and Ramsden. Social science students valued more interesting, challenging and time-consuming courses than business students, who valued more relevant and easier courses requiring less time. Social science students scored higher in the deep approach. The relationship between preferences and approaches was strikingly similar in the two universities: strategic students prefer relevance and deep learners challenge in both universities. An exception was that interesting courses were related to deep learning among social science students, and to the surface approach among business students. Further studies should extend our understanding of what interesting means to different kinds of students. The results give tools to design courses that enhance students’ learning and offers new insights to learning approach research.

In this article, the authors present new results and discuss Finnish living historical memory in the 2010s. The data was collected as part of an international online survey in 2018–2019. The authors analyze the responses of 303 Finns who were asked to list three of the most influential events in Finnish history that had occurred in their lifetime or in the lifetime of someone they knew or had known. Cluster analysis is used to gain insight into the heterogeneous set of events that the respondents recalled. Finnish membership of the European Union (1995), recent global upheavals (e.g., 9/11), and historically more distant wars (1939–1944) characterize living historical memory. Five clusters—internationalizing nation, threatened nation, surviving nation, in favor of the European Union, and against the European Union—were discovered. Standpoints with regard to the European Union divide the respondent group. Political party preference and the level of identification with the world as a whole are related to cluster membership. Despite the differences in the level of identification and political orientation, the study shows a relatively homogeneous way of remembering events of the last century.

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