Attributional Biases in Individualistic and Collectivistic Cultures: A Comparison of Americans with Saudis

Al-Zahrani, Saad Said A.; Kaplowitz, Stan A.

doi:10.2307/2786780

Cited by 92 publications

(43 citation statements)

References 25 publications

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“…Although there has not been research on cultural influences on self-serving biases in the context of negotiation, there is increasing evidence that self-serving biases are attenuated in Japan in other domains, such as attributions and evaluations of performance (e.g., Al-Zahrani & Kaplowitz, 1993;Hamilton, Blumenfeld, Akoh, & Miura, 1990;Heine, Takata, & Lehman, 2000;Heine et al, 2001;Hess, Chang, & McDevitt, 1987;Fry & Ghosh, 1980;Kashima & Triandis, 1986;Morris & Peng, 1994;Nurmi, 1992;Yan & Gaier, 1994).…”

Section: Resultsmentioning

confidence: 99%

“…2 Although there has not been research on cultural influences on selfserving biases in the context of negotiation, there is increasing evidence that self-serving biases are attenuated in Japan in other domains, such as attributions and evaluations of performance (e.g., Al-Zahrani & Kaplowitz, 1993;Hamilton, Blumenfeld, Akoh, & Miura, 1990;Heine, Takata, & Lehman, 2000;Heine et al, 2001;Hess, Chang, & McDevitt, 1987;Fry & Ghosh, 1980;Kashima & Triandis, 1986;Morris & Peng, 1994;Nurmi, 1992;Yan & Gaier, 1994). ualistic cultures, we expected that as compared with Japanese disputants, U.S. disputants would be less likely to evaluate the conflict objectively and critically (because of a lack of hansei, or critical self-reflection) and would therefore report that another party would view their own behavior as much more fair than the other disputants' behavior (Hypothesis 2).…”

Section: Studymentioning

confidence: 99%

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Culture and egocentric perceptions of fairness in conflict and negotiation.

Gelfand¹,

Higgins²,

Nishii³

et al. 2002

Journal of Applied Psychology

139

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In this article, the authors advanced a cultural view of judgment biases in conflict and negotiation. The authors predicted that disputants' self-serving biases of fairness would be more prevalent in individualistic cultures, such as the United States, in which the self is served by focusing on one's positive attributes to "stand out" and be better than others, yet would be attenuated in collectivistic cultures, such as Japan, where the self is served by focusing on one's negative characteristics to "blend in" (S. J. Heine, D. R. Lehman, H. R. Markus, & S. Kitayama, 1999). Four studies that used different methodologies (free recall, scenarios, and a laboratory experiment) supported this notion. Implications for the science and practice of negotiation are discussed. University of Maryland Fumio Murakami and Susumu Yamaguchi University of Tokyo Midori Toyama Osaka UniversityCulture and Egocentric Perceptions of Fairness in Conflict and Negotiation 2 AbstractIn this article, the authors advanced a cultural view of judgment biases in conflict and negotiation. The

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Section: Resultsmentioning

confidence: 99%

Section: Studymentioning

confidence: 99%

Culture and egocentric perceptions of fairness in conflict and negotiation.

Gelfand¹,

Higgins²,

Nishii³

et al. 2002

Journal of Applied Psychology

139

View full text Add to dashboard Cite

show abstract

“…Al-Zahrani, Saad, and Kaplowitz (1993) compared the attributions of a sample of students from Saudi Arabia to those of American students. As expected, they found fewer internal attributions among the Saudi students, less self-serving bias, more in-group bias, and more out-group derogating.…”

mentioning

confidence: 99%

Teacher attributions of student failure and teacher behavior toward the failing student

Γεωργίου

Christou

Stavrinides

et al. 2002

Psychology in the Schools

114

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The aim of this study was to examine the relation between teacher attributions of student school failure and teacher behavior toward the failing student. A structural equation model was proposed and its ability to fit the data was tested. It was found that teachers tend to behave in ways that indicate more pity and less anger when they attribute a student's low achievement to her or his low abilities, whereas they express more anger when attributing low achievement to the student's low effort. In contrast to previous research that argues in favor of anger as a high ability cue, this study has found that the presence of anger was associated with a teacher tendency to give-up efforts to help the student improve. This giving-up behavior was negatively related to the tendency of the teachers to accept some responsibility for the student failure. © 2002 Wiley Periodicals, Inc.The most important beliefs that teachers have about students are those that deal with the teachers' perceptions of the causes of students' behavior (Clark & Peterson, 1986). These beliefs, perceptions, attitudes, and expectations determine, to a large extent, teacher behavior and teacher interaction patterns with students, especially the low-achieving ones (Brophy, 1985). Ainscrow (1998), for example, claimed that teacher attitudes toward a particular student guided the teaching methods that would be selected each time and the strategies used for instructing the student.This article examines the relationship between teacher attributions of student failure and teacher self-reported behavior toward the failing or low-achieving student. Attributions are special kinds of beliefs through which an individual explains observed events in a causal fashion. From a psychological point of view, the interpretation of an event is perhaps more important than the event itself. Thus, the examination of teacher attributions of student failure becomes justified. According to Miller (1995), attribution is the explanation and evaluation of behavior, both the behavior of others and our own. Heider (1958), who is considered by many to be the father of attribution theory, suggested that people are not content simply to observe events around them, but strive to understand their causes as well. In his earlier writings, he maintained that actions are usually attributed to stable and enduring factors, such as the actor's personality characteristics, rather than transitory or variable factors such as moods.Another leading figure in this area, Weiner (1985), proposed a three-dimensional taxonomy of attributions. According to this taxonomy, an attribution can be internal or external in terms of its locus, stable or unstable in terms of its stability over time, and controllable or uncontrollable by the acting individual (controllability). In educational settings, effort and ability are two major internal sources of attribution; the first is controllable but unstable, while the second is stable but uncontrollable. Examples of external attributions regarding success or failure at...

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“…Americans generally prefer to make internal attributions for behavior, even in the face of evidence for situational causes (see Al-Zahrani and Kaplowitz 1993;Miller 1984;Ross 1977). This is especially true where the behavior is viewed as unusual and socially undesirable (see Jones and Davis 1965).…”

Section: Statistical Perceptions Racial Attitudes 369mentioning

confidence: 99%

Perceptions of Economic and Behavioral Differences Between Blacks and Whites: Racial Attitudes of White Americans and Status Generalization

2006

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A telephone survey of Michigan residents provided statistics about the economic conditions and undesirable behavior of white Americans and asked respondents to estimate the corresponding statistics for blacks. Data from white respondents showed that the greater the perceived racial difference (PRD) in rates of undesirable behavior, the more blacks were seen as not trying to better themselves and the less blacks were viewed as experiencing discrimination. The greater the PRD in economic status, especially controlling for education, the more respondents saw racial discrimination as continuing. Controlling for the PRD in Undesirable Behavior, however, the PRD in economic status had little effect on the belief that blacks do not make effort. Implications of these results for status generalization processes are discussed. Because respondents underestimated all racial differences, accurate knowledge of racial statistics might increase both the belief that discrimination continues and the belief that blacks fail to make an effort.

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Attributional Biases in Individualistic and Collectivistic Cultures: A Comparison of Americans with Saudis

Cited by 92 publications

References 25 publications

Culture and egocentric perceptions of fairness in conflict and negotiation.

Culture and egocentric perceptions of fairness in conflict and negotiation.

Teacher attributions of student failure and teacher behavior toward the failing student

Perceptions of Economic and Behavioral Differences Between Blacks and Whites: Racial Attitudes of White Americans and Status Generalization

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