Janetta Lun

TL;DR: The differences across cultures in the enforcement of conformity may reflect their specific histories and advances knowledge that can foster cross-cultural understanding in a world of increasing global interdependence and has implications for modeling cultural change.

TL;DR: Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement.

TL;DR: The authors showed that groups that face a high degree of threat develop stronger norms for organizing social interaction, with a higher degree of norm-adherence and higher punishment for deviant behavior.

TL;DR: Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data, and moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in M TP-S mitigated a typical decline towards poorer self-reported peer relationships.

TL;DR: Evidence is yielded for a unique culture–gene coevolutionary model between ecological threat, allelic frequency of the serotonin transporter polymorphism (5-HTTLPR), cultural tightness–looseness—the strength of norms and tolerance for deviance from norms—and moral justifiability.