Section
UDC
311:378-057.87DOI
https://doi.org/10.31429/26190567-26-4-111-124How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2026 Колиниченко И.А., Акиньшина В.А.
Abstract
The article is devoted to studying the evaluation of complementary stereotypes by students in the context of systems justification theory using multidimensional data analysis. In spring 2024, a psychological survey was conducted with 616 students from universities several regions of the country. The aim of the survey was to analyze the content of complementary stereotypes of competence and warmth, consistent with S. Fisk’s stereotype content model, D. Grigoriev’s scientific regulations on complementarity of stereotypes, and J. Jost and M. Banaji’s theory of justification od systems. The research program’s scientific idea was developed by Professor E. V. Ulybina. The results of the survey showed the respondents’ assessment of the content of heat measurements and competence as complementary stereotypes in fictional characters from a distant planet, studying and receiving high ang low scores. The competence pole in the study was represented by pronounced qualities of competitiveness, initiative, and intelligence, while the warmth pole was characterized by tolerance and sincerity. The study group is identified with individuals who possess a high level of competence, which is indicative of an active and effective personality. This situation seems to make hardly any difference for students because of the active role of the characters they identify with — they spend less time on their homework, but still receive higher grades than others who have a lower level of competence, competitiveness, initiative, and intelligence. The perspective of continuing such studies for students’ professional self-development is analyzed. It is concluded that the respondents with a confident perception of their social group’s high competence and low warmth scores may experience stagnation in their own personal development and professional growth. The belief that a typical student already has a lot of intelligence, competence, and other qualities, while warmth remains a characteristic of less active and less effective individuals, can lead to a loss of effectiveness in one’s professional future.
Keywords
References
Агадуллина, Е.Р., Иванов, А. А, Сариева, И.Р., Прусова, И.С. (2021). Теория оправдания систем: новый взгляд на проблему неравенства. Современная зарубежная психология, 10(1), 132-141. DOI: 10.17759/jmfp.2021100113
Артемов, В.Л. (2016). Стереотипизация сознания — секрет воздействия средств массовой информации. Научные труды московского гуманитарного университета, 3, 43-52. DOI: 10.17805/trudy.2016.3.5
Григорьев, Д.С. (2020). Модель содержания стереотипов и этнические стереотипы в России. Журнал социологии и социальной антропологии, 23(2), 215-244. DOI: 10.31119/jssa.2020.23.2.9
Нартова-Бочавер, С.К., Астанина, Н.Б. (2014). Психологические проблемы справедливости в зарубежной персонологии: теории и эмпирические исследования. Психологический журнал, 35(1), 16-32. DOI: 10.17759/cpse
Улыбина, Е.В., Аббасова, С.Э. (2021). Поддержка статус-кво как мотив: объяснение терпимости к социальному неравенству в теории оправдания систем Дж. Джоста. Психологические исследования, 14(76). DOI: 10.54359/ps.v14i76.142
Улыбина, Е.В., Антонова, А.А. (2022). Связь веры в справедливость с типичностью комплементарных стереотипов богатых и бедных. Социальная психология и общество, 13(1), 51-69. DOI: 10.17759/sps.2022130104
Эриксон, Э. (2006). Идентичность: юность и кризис. Москва: Прогресс. Московский психолого-социальный институт.
Cuddy, A.J.C., Fiske, S.T., Glick, P. (2008). Warmth and competence as universal dimensions of social perception: The stereotype content model and the BIAS map. Advances in Experimental Social Psychology, 40, 61-149.
Durante, F., Tablante, C.B., Fiske, S.T. (2017). Poor but Warm, Rich but Cold (and Competent): Social Classes in the Stereotype Content Model. Journal of Social Issues, 73(1), 138-157. DOI: 10.1111/josi.12208
Fiske, S.T., Cuddy, A.J.C., Glick, P., Xu, J. (2002). A Model of (Often Mixed) Stereotype Content: Competence and Warmth Respectively Follow from Perceived Status and Competition. Journal of Personality and Social Psychology, 82(6), 878-902. DOI: 10.1037/0022-3514.82.6.878
Wu, S.J., Bai, X., Fiske, S.T. (2018). Admired Rich or Resented Rich? How Two Cultures Vary in Envy. Journal of Cross-Cultural Psychology, 49(7), 1114-1143. DOI: 10.1177/0022022118774943
Kay, A.C., Jost, J.T. (2003). Complementary Justice: Effects of "Poor but Happy" and "Poor but Honest" Stereotype Exemplars on System Justification and Implicit Activation of the Justice Motive. Journal of Personality and Social Psychology, 85(5), 823-837. DOI: 10.1037/0022-3514.85.5.823
Kay, A.C., Jost, J.T. (2005). Young S. Victim Derogation and Victim Enhancement as Alternate Routes to System Justification. Psychological Science, 16(3), 240-246. DOI: 10.1111/j.0956-7976.2005.00810.x
Kolinichenko, I.A., Nikulina, S.A. (2024). Characteristics of the Identity of Pregnant Women in the Context of an Approach to Socially Responsible Parenthood. In Ecological Footprint of the Modern Economy and the Ways to Reduce It (pp. 289-294). Cham: Springer Nature Switzerland.
Jost, J.T., Banaji, M.R. (1994). The Role of Stereotyping in System-Justification and the Production of False Consciousness. British Journal of Social Psychology, 33, 1-27. DOI: 10.1111/j.2044-8309.1994.tb01008.x
Schmitz, M., & Yzerbyt, V. (2022). Direct and Indirect Dimensional Compensation: is There a Difference Between Observers and Group Members? Group Processes & Intergroup Relations, 25(2), 335-353. DOI: doi.org/10.1177/1368430220963176
Tajfel, H., Turner, J.C. (1986). The Social Identity Theory of Intergroup Behavior. In The Psychology of Intergroup Relations (pp. 7-24). Chicago: Nelson–Hall.
Yzerbyt, V. (2018). The Dimensional Compensation Model: Reality and Strategic Constraints On Warmth and Competence in Intergroup Perceptions. In Agency and communion in social psychology (pp. 126-141). New York: Routledge.