Social axioms and psychological toll: A study of emotional, behavioral, and cognitive responses across 35 cultures during the COVID-19 pandemic.

The COVID-19 pandemic has significantly affected the psychological well-being of individuals worldwide. Previous research has indicated that values and beliefs, particularly social axioms, are associated with psychological responses during crises. However, most of the studies have focused on specific regions; the impact of social axioms on a global scale remains unclear. We conducted a multinational study comprising stratified samples of 18,171 participants from 35 cultures. Using multilevel modeling, we examined the associations between social axioms, personal worry, normative concerns, trust, and individuals' psychological responses to the pandemic. The results showed that greater personal worry and normative concerns predicted more negative psychological responses. Furthermore, the study also identified significant buffering effects at the societal level, as cultures with higher overall levels of fate control, religiosity, or reward for application exhibited weaker associations between personal worry and negative responses. Our findings reveal the influence of social axioms on psychological responses during the pandemic, with varying effects across cultures. The buffering effects of fate control, religiosity, and reward for application underscore the importance of considering cultural differences and individual variability when examining the impact of social axioms on psychological outcomes.

Social media trust predicts lower COVID-19 vaccination rates and higher excess mortality over 2 years.

Trust plays a crucial role in implementing public health interventions against the COVID-19 pandemic. We examined the prospective associations of interpersonal, institutional, and media trust with vaccination rates and excess mortality over time in two multinational studies. In study 1, we investigated the country-level relationships between interpersonal trust, vaccination rates, and excess mortality across 54 countries. Interpersonal trust at the country level was calculated by aggregating data of 80,317 participants from the World Values Survey in 2017-20. Data on vaccination rates and excess mortality were obtained from the World Health Organization. Our findings indicated that higher levels of interpersonal trust were linked to higher vaccination rates and lower excess mortality rates in both 2020 and 2021. In study 2, we collected data from 18,171 adults in 35 countries/societies, stratified by age, gender, and region of residence. At the country/society level, interpersonal trust and trust in local healthcare facilities, local healthcare services, and healthcare professionals were associated with higher vaccination rates and lower excess mortality, whereas social media trust was associated with lower vaccination rates and higher excess mortality across three time points over 2 years. Our findings are robust when controlling for country-level covariates of the government stringency index, population density, and medical resources (i.e. critical care beds) in both studies.

Remote learning and mental health during the societal lockdown: a study of primary school students and parents in times of COVID-19.

BACKGROUND: The COVID-19 pandemic has brought challenges to families around the world. The prolonged school closures in Hong Kong have forced young students to stay at home and adapt to remote learning for over a year, putting their mental health conditions at risk. Focusing on primary school students and their parents, the main objective of our research is to investigate the socioemotional factors and their associations with mental health conditions. METHODS: A total of 700 Hong Kong primary schoolers (mean age = 8.2) reported their emotional experiences, loneliness, and academic self-concept via a user-friendly online survey; 537 parents reported depression and anxiety, perceived child depression and anxiety, and social support. Responses from students and parents were paired to account for the family context. Structural Equation Modeling was used for correlations and regressions. RESULTS: The results of students' responses showed that positive emotional experiences were negatively associated with loneliness and positively related to academic self-concept among students. Furthermore, the paired sample results showed that, during the one-year societal lockdown and remote learning period, the socioemotional factors were associated with mental health conditions among primary school students and their parents. Among our family sample in Hong Kong, evidence supports the unique negative association between students-reported positive emotional experiences and parents-reported child depression and anxiety, as well as between social support and parents' depression and anxiety. CONCLUSIONS: These findings highlighted the associations between socioemotional factors and mental health among young primary schoolers during the societal lockdown. We thus call for more attention to the societal lockdown and remote learning context, especially since the social distancing practice could be "the new normal" for our society to handle the future pandemic crisis.

Self-dehumanization and other-dehumanization toward students with special educational needs: examining their prevalence, consequences and identifying solutions-a study protocol.

BACKGROUND: Students with special educational needs (SEN) often face dehumanization, which negatively impacts their mental health, daily functioning, and educational outcomes. This study seeks to address the research gap in dehumanization literature by examining the prevalence, dynamics, and consequences of self-dehumanization and other-dehumanization among SEN students. Moreover, by utilizing psychological experiments, the study aims to identify potential intervention strategies and make recommendations to minimize the negative psychological consequences derived from the dual model of dehumanization. METHODS: This two-phase, mixed-methods study incorporates cross-sectional surveys and quasi-experimental designs. Phase 1 investigates the self-dehumanization of SEN students and other-dehumanization from non-SEN peers, teachers, parents, and the public. Phase 2 involves four experimental studies to evaluate the effectiveness of interventions emphasizing human nature and uniqueness in reducing self-dehumanization and other-dehumanization of SEN students, as well as their associated negative consequences. DISCUSSION: The study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Kong schools is expected to provide significant insights into inclusive education in school and community settings.

Multiculturalism, Culture Mixing, and Prejudice: Effects of Priming Chinese Diversity Models Among Hong Kong University Students.

In two studies, we investigated how Hong Kong university students reacted to descriptions of China as multicultural vs. assimilatory, examining effects on emotions, prejudice toward Mainland Chinese, attitudes toward Hong Kong/China culture mixing, and cultural identities. Study 1 compared a multicultural priming condition to a control condition and found that the multiculturalism prime significantly reduced desire to socially distance from Mainland Chinese. Study 2 compared multiculturalism, assimilation, or control primes' effects, and found that the multiculturalism prime, through increased positive emotions, indirectly reduced social distancing from Mainland Chinese and disgust toward culture mixing, and increased Chinese ethnic identity and multicultural identity styles; the assimilation prime had the opposite indirect effects through increasing negative emotions. Results show new evidence of the importance of emotion in how non-immigrant regional groups, who are both minority and majority culture members, react to different diversity models. Multicultural frames increased positive emotions, with downstream positive effects on both intergroup attitudes and integrated identities.

Subjective Well-Being among Parents of Children with Special Educational Needs in Hong Kong: Impacts of Stigmatized Identity and Discrimination under Social Unrest and COVID-19.

The COVID-19 pandemic and social unrest have posed a unique set of challenges to Hong Kong. During these two social events, parents of children with special educational needs (SEN) who were already experiencing caregiving pressure, likely coped with additional stressors; they were at a higher risk of mental health problems. A pre-registered, cross-sectional survey study was carried out among 234 Hong Kong parents of children with SEN, investigating the associations of stigmatized identity, perceived discrimination, and subjective well-being under the impact of these social events. Utilizing the Bayesian modelling, we found that highly self-stigmatized parents not only perceived more daily-life discriminating behaviors against them, but also reported having higher distress, more negative emotions, and lower life satisfaction. A higher perceived impact of social events and more discrimination were also associated with lower well-being. Additionally, stigmatized identity, perceived discrimination, and perceived impact of social events demonstrated unique associations with well-being variables, indicating they were substantial stressors. The study called out for public attention to the mental health conditions among parents of children with SEN and other disadvantaged groups in society.