Ervin Staub

Bio: Ervin Staub is an academic researcher from University of Massachusetts Amherst. The author has contributed to research in topics: Genocide & Prosocial behavior. The author has an hindex of 43, co-authored 138 publications receiving 8214 citations. Previous affiliations of Ervin Staub include Harvard University.

The Roots of Evil: The Origins of Genocide and Other Group Violence.

Abstract: Pt. 1. Psychological and cultural bases of genocide and other forms of group violence: An introduction ; The origins of genocide and mass killing : core concepts ; The psychology of hard times : the effects of difficult life conditions ; Cultural and individual characteristics ; The psychology of perpetrators : individuals and groups ; Steps along a continuum of destruction : perpetrators and bystanders -- pt. 2. The Nazi Holocaust: Hitler comes to power ; Preconditions for the Holocaust in German culture ; Nazi rule and steps along the continuum of destruction ; The SS and the psychology of perpetrators ; The behavior and psychology of bystanders and victims -- pt. .3 Other genocides and mass killings: The Turkish genocide of the Armenians ; Cambodia : genocide to create a better world ; The disappearances : mass killing in Argentina ; Summary and conclusions : the societal and psychological origins of genocide and other atrocities -- pt. 4. Further extensions : the roots of war and the creation of caring and nonaggressive persons and societies: The cultural and psychological origins of war ; The nature of groups : security, power, justice, and positive connection ; The creation and evolution of caring, connection, and nonaggression.

The Roots of Evil: The Origins of Genocide and Other Group Violence

Abstract: Pt. 1. Psychological and cultural bases of genocide and other forms of group violence: An introduction ; The origins of genocide and mass killing : core concepts ; The psychology of hard times : the effects of difficult life conditions ; Cultural and individual characteristics ; The psychology of perpetrators : individuals and groups ; Steps along a continuum of destruction : perpetrators and bystanders -- pt. 2. The Nazi Holocaust: Hitler comes to power ; Preconditions for the Holocaust in German culture ; Nazi rule and steps along the continuum of destruction ; The SS and the psychology of perpetrators ; The behavior and psychology of bystanders and victims -- pt. .3 Other genocides and mass killings: The Turkish genocide of the Armenians ; Cambodia : genocide to create a better world ; The disappearances : mass killing in Argentina ; Summary and conclusions : the societal and psychological origins of genocide and other atrocities -- pt. 4. Further extensions : the roots of war and the creation of caring and nonaggressive persons and societies: The cultural and psychological origins of war ; The nature of groups : security, power, justice, and positive connection ; The creation and evolution of caring, connection, and nonaggression.

On the Varieties of National Attachment: Blind Versus Constructive Patriotism

Abstract: Two studies explored a theoretical distinction between “blind” and “constructive” patriotism. Blind patriotism is defined as an attachment to country characterized by unquestioning positive evaluation, staunch allegiance, and intolerance of criticism. Constructive patriotism is defined as an attachment to country characterized by support for questioning and criticism of current group practices that are intended to result in positive change. Items designed to investigate these dimensions of national attachment were administered to two groups of undergraduates in separate surveys. Measures of the two constructs derived from factor analysis of the responses proved to be reliable and valid. Blind patriotism was positively associated with political disengagement, nationalism, perceptions of foreign threat, perceived importance of symbolic behaviors, and selective exposure to pro-U.S. information. In contrast, constructive patriotism was positively associated with multiple indicators of political involvement, including political efficacy, interest, knowledge, and behavior. The implications of this distinction for theory and research on patriotism are discussed.

Reconciliation after Genocide, Mass Killing, or Intractable Conflict: Understanding the Roots of Violence, Psychological Recovery, and Steps toward a General Theory

Abstract: This article explores psychological avenues to reconciliation between groups It describes the psychological changes in survivors, perpetrators, and passive bystanders in the course of the evolution of increasing violence and points to healing from the psychological wounds created as an essential component of reconciliation It also explores the role of understanding the roots of genocide, and of violence between groups in general, in contributing to healing, to the creation of a shared history in place of the usually contradictory histories held by groups that have been in violent conflict, and to reconciliation in general The role of processes that have been emphasized in the literature on reconciliation, such as truth, justice, and contact between groups are discussed Bottom up approaches focusing on the population and top down approaches involving leaders and the media, and the importance of changes in institutions and structures are discussed The article exemplifies many of the issues and processes by a discussion of the genocide in Rwanda, and by the description of interventions, ranging from work with small groups, including leaders and the media, to radio programs that aimed to further reconciliation, as well as research evaluating an intervention

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

Abstract: A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.

A social-cognitive approach to motivation and personality

Abstract: Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. The task for investigators of motivation and personality is to identify major patterns of behavior and link them to underlying psychological processes. In this article we (a) describe a research-based model that accounts for major patterns of behavior, (b) examine the generality of this model—its utility for understanding domains beyond the ones in which it was originally developed, and (c) explore the broader implications of the model for motivational and personality processes.

Self-discrepancy: a theory relating self and affect.

Abstract: This article presents a theory of how different types of discrepancies between self-state representations are related to different kinds of emotional vulnerabilities. One domain of the self (actual; ideal; ought) and one standpoint on the self (own; significant other) constitute each type of self-state representation. It is proposed that different types of self-discrepancies represent different types of negative psychological situations that are associated with different kinds of discomfort. Discrepancies between the actual/own self-state (i.e., the self-concept) and ideal self-states (i.e., representations of an individual's beliefs about his or her own or a sitmifieant other's hopes, wishes, or aspirations for the individual) signify the absence of positive outcomes, which is associated with dejection-related emotions (e.g., disappointment, dissatisfaction, sadness). In contrast, discrepancies between the actual/own self-state and ought self-states (i.e., representations of an individual's beliefs about his or her own or a significant other's beliefs about the individual's duties, responsibilities, or obligations) signify the presence of negative outcomes, which is associated with agitation-related emotions (e.g., fear, threat, restlessness). Differences in both the relative magnitude and the accessibility of individuals' available types of self-discrepancies are predicted to be related to differences in the kinds of discomfort people are likely to experience. Correlational and experimental evidence supports the predictions of the model. Differences between self-discrepancy theory and (a) other theories of incompatible self-beliefs and (b) actual self negativity (e.g., low self-esteem) are discussed.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Mood, misattribution, and judgments of well-being: Informative and directive functions of affective states.

Abstract: Les auteurs cherchent a savoir si l'humeur dans lequel le sujet se trouve au moment ou on lui demande d'evaluer sa satisfaction existentielle, influence precisement ces evaluations