Prosocial and antisocial motivation of adolescents in East and West Germany

Trommsdorff, Gisela; Kornadt, Hans-Joachim

doi:10.1002/cd.23219957005

Cited by 8 publications

(3 citation statements)

References 13 publications

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“…Different types of media have been widely used to elicit emotional responses and to induce changes to individuals' attitudes and biases throughout the history of media. From the 20th century, notable examples include wartime propaganda materials (Trommsdorff and Kornadt, 1995) and, more recently, video games (Gabriel, 2017;Gentile et al, 2009;Isbister, 2016). Although war propaganda was primarily intended to evoke negative images of the enemy, it was also partially aimed at promoting prosocial behaviour on the home front (Trommsdorff and Kornadt, 1995).…”

Section: Media and Attitudesmentioning

confidence: 99%

“…From the 20th century, notable examples include wartime propaganda materials (Trommsdorff and Kornadt, 1995) and, more recently, video games (Gabriel, 2017;Gentile et al, 2009;Isbister, 2016). Although war propaganda was primarily intended to evoke negative images of the enemy, it was also partially aimed at promoting prosocial behaviour on the home front (Trommsdorff and Kornadt, 1995). Several decades later it has been suggested that video games have the capability to encourage both prosocial thought and behaviour (Gentile et al, 2009;, as well as empathy whilst also decreasing antisocial affect (Granic et al, 2014;Koivisto and Hamari, 2019).…”

Section: Media and Attitudesmentioning

confidence: 99%

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“Empathy machine”: how virtual reality affects human rights attitudes

Bujić

Salminen

Macey

et al. 2020

INTR

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PurposeThis study aims to investigate how media content consumed through immersive technology may evoke changes in human rights attitudes. It has been proposed that our inability to empathize with others could be overcome by stepping into another's shoes. “Immersive journalism” has been postulated as being able to place us into the shoes of those whose feelings and experiences are distant to us. While virtual reality (VR) and 360-degree news videos have become widely available, it remains unclear how the consumption of content through immersive journalism affects users' attitudes.Design/methodology/approachUtilizing a between-subject laboratory-controlled experiment (N = 87) this study examined participant scores on the Human Rights Questionnaire before and after consuming 360-degree video immersive journalism content via VR (n = 31), 2D (n = 29), and Article (n = 27) formats. Collected data were analysed using statistical inference.FindingsResults indicate that immersive journalism can elicit a positive attitudinal change in users, unlike an Article, with mobile VR having a more prominent effect than a 2D screen. Furthermore, this change is more strongly affected by users' higher Involvement in the content.Originality/valueThese findings are relevant for grasping the distinct effects novel and recently popularized technologies and media have on attitudinal change, as well as inform the current debate on the value of VR as “empathy machines”.

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Section: Media and Attitudesmentioning

confidence: 99%

Section: Media and Attitudesmentioning

confidence: 99%

“Empathy machine”: how virtual reality affects human rights attitudes

Bujić

Salminen

Macey

et al. 2020

INTR

View full text Add to dashboard Cite

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“…Also, for East German adolescents, no correlation between separation anxiety and aggression occurred while for West German adolescents a significantly positive correlation was shown (r = .37, df = 79, P < 00l) (cf. Trommsdorff & Kornadt, 1995). Thus, it seems that either our attachment measure was not appropriate for East German adolescents, or that for certain reasons the theoretically predicted relations between attachment and aggression holds for West but not for East German youth.…”

Section: Single Item Analysismentioning

confidence: 88%

Social Change and Individual Development in East Germany: A Methodological Critique

Trommsdorff¹

1999

Growing Up in Times of Social Change

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The unification of the two Gennanys and the subsequent dramatic changes have not only changed the social, political and economic institutions in East Germany but also deeply affected the lives of the East German population. One can assume that the way these changes are experienced and accepted, and the way challenges and risks are coped with will, in turn, affect East German people's individual development and related social change in the future. The unification of East and West Germany started in 1989 by formal transformation of East German institutions incorporating the West German system. However, the transformation process cannot be regarded as a socio-political process of only institutional change. Institutions need persons acting in these institutions, and implementing their aims. Therefore, institutional changes imply changes in individual behavior. The dramatic institutional changes in political, economic and social areas in East Gennany require certain problem solving and coping strategies; and these may require behavioral changes of East German people and related motivation to acquire such behavioral competencies. Therefore, it should be asked whether these changes confront East Germans with new developmental tasks, and which kind of changes on the part of the individual person are necessary for dealing with these tasks, e.g., whether these changes imply changes in deeply rooted individual values, and other significant aspects of one's identity, or how costly it might be for the person to pursue changed patterns of development. Though several studies have pointed out deficits in abilities of East German workers and managers (e.g., lower flexibility, lower readiness for initiative etc.), and how training programs can compensate for such deficits (e.g., Wottawa, 1994; Frese & Hilligloh, 1994), these studies must not be misunderstood in the way that they provide lists of ideal values or personality traits required for successfuJ coping during the transformation process in East Germany. Coping and successful outcomes are always a function of specific behavior fitting to specific environmental demands. This function bases on dynamic processes of matching individual needs, goals and behavioral competencies on the one hand,

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