DIVERSITY IN UNITY: PERSPECTIVES FROM PSYCHOLOGY AND BEHAVIORAL SCIENCES MULUK17_Book.indb i MULUK17_Book.indb i 10/9/2017 9:51:35 AM 10/9/2017 9:51:35 AM MULUK17_Book.indb ii MULUK17_Book.indb ii 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM PROCEEDINGS OF THE ASIA-PACIFIC RESEARCH IN SOCIAL SCIENCES AND HUMANITIES, DEPOK, INDONESIA, 7–9 NOVEMBER 2016: TOPICS IN PSYCHOLOGY AND BEHAVIORAL SCIENCES Diversity in Unity: Perspectives from Psychology and Behavioral Sciences Editors Amarina A. Ariyanto & Hamdi Muluk Faculty of Psychology, Universitas Indonesia, Indonesia Peter Newcombe School of Psychology, University of Queensland, Australia Fred P. Piercy Department of Human Development, Virginia Tech, USA E. Kristi Poerwandari & Sri Hartati R. Suradijono Faculty of Psychology, Universitas Indonesia, Indonesia MULUK17_Book.indb iii MULUK17_Book.indb iii 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM Routledge is an imprint of the Taylor & Francis Group, an informa business © 2018 Taylor & Francis Group, London, UK Typeset by V Publishing Solutions Pvt Ltd., Chennai, India Although all care is taken to ensure integrity and the quality of this publication and the information herein, no responsibility is assumed by the publishers nor the author for any damage to the property or persons as a result of operation or use of this publication and/or the information contained herein. The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Published by: CRC Press/Balkema Schipholweg 107C, 2316 XC Leiden, The Netherlands e-mail: Pub.NL@taylorandfrancis.com www.crcpress.com – www.taylorandfrancis.com ISBN: 978-1-138-62665-2 (Hbk) ISBN: 978-1-315-22530-2 (eBook) MULUK17_Book.indb iv MULUK17_Book.indb iv 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM Diversity in Unity: Perspectives from Psychology and Behavioral Sciences – Ariyanto et al. (Eds) © 2018 Taylor & Francis Group, London, ISBN 978-1-138-62665-2 v Table of contents Preface xi Organizing committee xiii Keynote speech Exploring human nature and inspiring heroic social action 3 P. Zimbardo Job burnout in professional and economic contexts 11 C. Maslach Contributions The role of family strength on the relationship of parentification and delinquent behaviour in adolescents from poor families 19 F. Nurwianti, E.K. Poerwandari & A.S. Ginanjar Stress management intervention for women with multiple roles: Case study of working women in post-partum period 27 T.P. Ningrum, A.S. Ginanjar & Y.R. Sari Boost outcome expectancies to improve cancer survivors’ health behaviours 35 G.M. Hartono & L.D. Pohan Social relation of criminals: The analysis of causes and concepts of prevention 41 W. Kristinawati, E.K. Poerwandari & Z. Abidin Comparison of the marital satisfaction between dual-earner and single-earner couples 49 C.M. Faisal & Y.R. Sari The impact of self-efficacy on health behaviour in young adults whose mothers were diagnosed with breast cancer 57 G. Fatimah & L.D. Pohan A comparative study: The effect of self-esteem and anger coping strategies on the level of anger among ordinary teenagers and teenage prisoners 65 M.A. Putri & P. Hidayah Solution-focused brief therapy approach intervention for increasing self-esteem of young adult women with cancer who experience chemotherapy-induced alopecia 73 C. Anakomi, A.D.S. Putri & L.D. Pohan The contribution of parenting style and theory of mind to the understanding of morally relevant theory of mind in Indonesian children 83 I.A. Kuntoro, G. Dwiputri & P. Adams MULUK17_Book.indb v MULUK17_Book.indb v 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM vi The development of mental time travel in Indonesian children 91 I.A. Kuntoro, E. Risnawati & E. Collier-Baker Father involvement and sanctification of parenting in Aceh 99 N.Z. Amani, L.S.Y. Savitri & D.R. Bintari Flat face expression as a typical Sundanese mother’s social cue 107 A.H. Noer, S.H.R. Suradijono & T.R. Umar-Ali Electronic vs non-electronic toys: Which one is better for mother–child interaction? 115 R. Hildayani, L.S.Y. Savitri, A. Dwyniaputeri, D.V. Tertia, R. Wukiranuttama & T. Gracia The effectiveness of a training programme for kindergarten teachers to teach critical thinking in science learning 123 J. Suleeman & Y. Widiastuti The correlation between young children’s emotion regulation and maternal stress in low socioeconomic status families 133 R.F. Dewi & M.A. Tjakrawiralaksana Optimising executive function in early childhood: The role of maternal depressive symptoms and father involvement in parenting 141 A.E. Nurilla, D. Hendrawan & N. Arbiyah The contribution of maternal management language to predicting executive function in early childhood 151 S.N.F. Putri, D. Hendrawan, D.M. Hestiany & N. Arbiyah The effect of literary fiction on school-aged children’s Theory of Mind (ToM) 159 Wulandini, I.A. Kuntoro & E. Handayani Analyzing the influence of parent involvement and co-parenting on parenting self-efficacy 167 S.Y. Indrasari & M. Dewi The relationship between social expectation and self-identity among adolescents 175 J. Suleeman & N. Saputra The correlation between parenting style of working mothers and mothers’ perception of their school-aged children’s academic achievement 183 G.A.F. Tinihada & F.M. Mangunsong Parental support and achievement motivation differences between adolescents whose parents work as migrant workers and those who work as non-migrant workers 193 Q. Masturoh, W. Prasetyawati & S.S. Turnip The relationship between interest differentiation, interest consistency and career maturity in Grade 10 school students 203 W. Indianti & N. Sinaga Enhancing reading motivation through the teaching of RAP (Read, Ask, Put) reading strategy and writing reading diaries for an underachieving student 209 F. Febriani, S.Y. Indrasari & W. Prasetyawati Applying a sex education programme in elementary schools in Indonesia: Theory, application, and best practices 217 S. Safitri Training a father to better use prompt and reinforcement: Effects on the initiation of joint attention in a child with pervasive developmental disorder, not otherwise specified 225 H. Ekapraja, F. Kurniawati & S.Y. Indrasari MULUK17_Book.indb vi MULUK17_Book.indb vi 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM vii Self-directed learning as a mediator of the relationship between contextual support and career decision self-efficacy 231 P.L. Suharso, F.M. Mangunsong & L.R.M. Royanto The correlation between shame and moral identity among undergraduate students 241 H.R. Kautsar, E. Septiana & R.M.A. Salim Challenges to facilitating social interaction among students in the inclusive classroom: Relationship between teachers’ attitudes and their strategies 247 Y. Candraresmi & F. Kurniawati The role of parental involvement in student’s academic achievement through basic needs satisfaction and school engagement: Construct development 255 J. Savitri, I.L. Setyono, S. Cahyadi & W. Srisayekti Applied behaviour analysis and video modelling programme to enhance receptive and expressive abilities in children with mild autism 265 F. Putra & F.M. Mangunsong The use of the pajares principles to increase mathematics self-efficacy in a middle childhood student A. Selandia, W. Prasetyawati & R.M.A. Prianto Teacher’s perception of school climate and social-emotional learning, job satisfaction, teaching efficacy, and stress among teachers in special schools for the mentally disabled 283 M.S. Natalia & F.M. Mangunsong Teachers’ attitude and instructional support for students with special educational needs in inclusive primary schools 291 A. Marhamah, F. Kurniawati & F.M. Mangunsong Relationship between parental attachment and career adaptability in grade 12 senior high school students 297 U.J. Khusna & W. Indianti Effectiveness of a self-regulated strategy development programme based on metacognition in improving story-writing skills of elementary school students 303 A.K. Banuwa, D. Maulina & P. Widyasari The relationship between proactive personality and self-directed learning among undergraduate students 311 S.M. Sari & P.L. Suharso The relationship between teacher efficacy and teaching strategies in inclusive private primary schools 317 A.A. Novara, F.M. Mangunsong & P. Widyasari Inclusive education in primary school: Do teachers’ attitudes relate to their classroom management? 323 M. Maulia & F. Kurniawati Successful implementation of inclusive education on primary school: Roles of teachers’ attitudes and their emotional support for students with special educational needs 331 A. Virgina & F. Kurniawati Relationship between parental involvement and student self-regulation in music practice 337 W.G.Y. Kesawa & L. Primana MULUK17_Book.indb vii MULUK17_Book.indb vii 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM viii Me or us? How values (power and benevolence) influence helping behaviour at work 345 N. Grasiaswaty, D.E. Purba & E. Parahyanti Do self-monitoring and achievement orientation assist or limit leader effectiveness? 355 A.M. Bastaman, C.D. Riantoputra & E. Gatari The effect of psychological capital as a mediator variable on the relationship between work happiness and innovative work behavior 365 A. Etikariena The role of work-life balance as a mediator between psychological climate and organizational commitment of lecturers in higher education institutions 373 V. Varias & A.N.L. Seniati The role of job embeddedness as a mediator in the relationship between job demand resources and turnover intentions 381 T.A.P. Atan & D.E. Purba Positive identity as a leader in Indonesia: It is your traits that count, not your gender 389 C.D. Riantoputra, A.M. Bastaman & H.C. Duarsa The role of professional commitment as a mediator in the relationship between job satisfaction and organizational commitment among lecturers in higher-education institutions 397 R.L. Sari & A.N.L. Seniati Role of job satisfaction as a mediator in the relationship between psychological climate and organisational commitment of lecturers at higher education institutions 405 A. Krishnamurti & A.N.L. Seniati Convergent evidence: Construct validation of an Indonesian version of interpersonal and organisational deviance scales 415 P.T.Y.S. Suyasa Differences in personality and individual entrepreneurial orientation between entrepreneur students and non-entrepreneur students 429 A. Wisudha, G.A. Kenyatta & P.C.B. Rumondor Intergenerational differences in shame and guilt emotions and the dissemination of cultural values among the Buginese 437 Z.Z. Irawan & L.R.M. Royanto To be leader or not to be leader? Correlation between men’s negative presumption toward women leaders and women’s leadership aspirations 445 N.I. Muthi’ah, E.K. Poerwandari & I. Primasari Democratic quality as a predictor of subjective well-being 451 B. Takwin Mother-child interaction in families of middle-to-low socioeconomic status: A descriptive study 457 R. Hildayani, S.R.R. Pudjiati & E. Handayani Time metaphors in Indonesian language: A preliminary study 467 D.T. Indirasari Better now than later: The effect of delayed feedback from the receiver of a thank-you letter on the sender’s happiness 473 A. Kartika, I.I.D. Oriza & B. Takwin MULUK17_Book.indb viii MULUK17_Book.indb viii 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM ix The contribution of parental autonomy support and control on executive function of preschool children 481 I.P. Hertyas, D. Hendrawan, N. Arbiyah & R. Nurbatari The effect of social distance between the benefactor and the beneficiary on the beneficiary’s emotion of gratitude among female college students 489 L. Mardhiah & B. Takwin The role of bystanders’ psychological well-being and gender as moderators of helping behaviour in bullying incidences 495 R. Djuwita & F.M. Mangunsong The effect of job satisfaction in employee’s readiness for change 503 M.V. Azra, A. Etikariena & F.F. Haryoko The important role of leader-member exchange in the relationship between cognitive and affective trust and leader effectiveness 511 A. Mustika & C.D. Riantoputra The relationship between behavioral integrity and leader effectiveness mediated by cognitive trust and affective trust 521 P. Maharani & C.D. Riantoputra Playground breakpoint mapping of urban open spaces in DKI Jakarta province 529 R.K. Pratomo, M.M. Ali & Y.D. Pradipto The correlation between motivational values and emotions of shame and guilt in adolescents 535 M. Tarisa & L.R.M. Royanto The use of mastering self-leadership training to improve self-leadership and innovative work behaviour 545 P.D. Arista & E. Parahyanti The effect of negative valence on memory and perception: Negative brand names experimental study 553 J.E. Yulianto, C.A. Rhenardo, J. Juan & J. Pauline The effects of academic stress and optimism on subjective well-being among first-year undergraduates 559 M. Yovita & S.R. Asih The role of the shame ( isin ) moral value in Javanese culture and its impact on personality traits, and shame and guilt emotions of the young Javanese generation 565 G.S. Prayitno, H.S.S. Sukirna & C. Amelda The association between the five-factor model of personality and the subjective well-being of Abdi Dalem of the Keraton Kasunanan Surakarta Hadiningrat 571 M.A. Alhad & S.S. Turnip The effect of positive electronic word-of-mouth element variation on intention to use the TransJakarta bus 577 F.I. Rodhiya & B. Sjabadhyni The relationship between system justification and belief in God: The moderating effect of cognitive style and religious system justification 587 M.H.T. Arifianto & B. Takwin Comparing fear, humour, and rational advertising appeals and their effect on consumer memory and attitude centred on video-based e-commerce advertising 595 S.A. Kendro & E. Narhetali MULUK17_Book.indb ix MULUK17_Book.indb ix 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM x Seeking context for the theory of the enforceability of the moral licensing effect in a collectivist culture: When moral surplus leads law enforcers to get involved in corruption 605 N.M.M. Puteri, H. Muluk & A.A. Riyanto Exploration of moderation effect of price on the relationship between observational cues and sustainable consumption 613 G.C. Wajong & E. Narhetali The end justifies the terrorist means: Consequentialist moral processing, involvement in religious organisations, and support for terrorism 621 J. Hudiyana, H. Muluk, M.N. Milla & M.A. Shadiqi The need for cognitive closure and belief in conspiracy theories: An exploration of the role of religious fundamentalism in cognition 629 A.N. Umam, H. Muluk & M.N. Milla Non-normative collective action in Muslims: The effect of self-versus group-based emotion 639 M.A. Shadiqi, H. Muluk, M.N. Milla, J. Hudiyana & A.N. Umam Author index 647 MULUK17_Book.indb x MULUK17_Book.indb x 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM Diversity in Unity: Perspectives from Psychology and Behavioral Sciences – Ariyanto et al. (Eds) © 2018 Taylor & Francis Group, London, ISBN 978-1-138-62665-2 xi Preface The 2016 Asia Pacific Research in Social Science and Humanities (APRiSH 2016) was held 7–9 November 2016 at the Margo Hotel, Depok, Indonesia. The theme for this year’s conference is “Competition and Cooperation in the Globalized World”. This conference is a platform that brings together scholars from Indonesia and other regions in Asia Pacific to share their interdisciplinary perspectives in various areas of social sciences and humanities. The conference tracks covered Psychology and Behavioral sciences, Arts and Humanities, Law and Justice, Economic and Business and Social and Political Science. In this book, we will only cover papers from Psychology and Behavioral sciences. The keynote speaker in this conference is Professor Philip Zimbardo, a notable figure in the modern psychology, who has lectured more than 50 years on psychology, wrote many journals and books, served as president of the American Psychological Association and was professor emeritus at Stanford until 2008. His new research examined the psychology of heroism, a topic that tries to explain heroic social action, which is important to improve posi- tive behavior among humans. Several prominent figures in social sciences, humanities and psychology served as plenary speakers in this conference. Christina Maslach, a Professor of Psychology (Emerita) at the University of California at Berkeley. She is widely recognized as one of the pioneering researchers on job burnout, has written numerous articles and books, including The Truth About Burnout . The other plenary speakers are Prof Adrian Little (University of Melbourne), Prof Mikihiro Moriyama (Nanzan University), Prof. Bambang Shergi Laksmono (Universitas Indonesia), dan Dr. Harkristuti Harkrisnowo (Universitas Indonesia). Dr. Ide Bagus Siaputra (University of Surabaya) has also shared his experience on Meta Analysis and Instrument Adaptation in two workshops. This conference also aims to create and promote an academic climate of excellence among stu- dents, researchers and also practitioners. During the conference which was held from 7–9 November 2016, overall there were 524 papers presented. In the Psychology research area, we received a total of 138 papers. After a rigorous reviewed process, 80 papers were accepted. The papers covered areas of Clinical Psychology (12 papers), Developmental Psychology (10 papers), Educational Psy- chology (23 papers), Industrial and organizational psychology (12 papers), General Psychology (8 papers), research and methodology (1 paper), and Social Psychology (14 papers). The editors would like to express their appreciation and gratitude to the scientific committee and the reviewers who have selected and reviewed the papers, and also to the technical editor’s team who helped carry out the page layout and check the consistency of the papers with the publisher’s template. It is an honor to publish the selected papers in this volume by CRC Press/ Balkema (Taylor & Francis Group). Finally, we would like to thank the steering committee, the chairman of the conference, the members of the organizing committee involved in the preparation and organization of the conference, and for the financial support from Universitas Indonesia. The Editorial Board of the 1st APRISH Proceedings for Topics in Psychology and Behavioral Sciences Amarina A. Ariyanto, Universitas Indonesia Prof. Dr. Hamdi Muluk, Universitas Indonesia Peter Newcombe, Ph.D., University of Queensland Prof. Fred P. Piercy, Ph.D., Virginia Tech Dr. E. Kristi Poerwandari, Universitas Indonesia Prof. Dr. Sri Hartati R. Suradijono, Universitas Indonesia MULUK17_Book.indb xi MULUK17_Book.indb xi 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM MULUK17_Book.indb xii MULUK17_Book.indb xii 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM Diversity in Unity: Perspectives from Psychology and Behavioral Sciences – Ariyanto et al. (Eds) © 2018 Taylor & Francis Group, London, ISBN 978-1-138-62665-2 xiii Organizing committee STEERING COMMITTEE Rosari Saleh ( Vice Rector of Research and Innovation, Universitas Indonesia, Indonesia ) Topo Santoso ( Dean Faculty of Law, Universitas Indonesia, Indonesia ) Ari Kuncoro ( Dean Faculty of Economics and Business, Universitas Indonesia, Indonesia ) Adrianus L.G. Waworuntu ( Dean Faculty of Humanities, Universitas Indonesia, Indonesia ) Arie Setiabudi Soesilo ( Dean Faculty of Social and Political Sciences, Universitas Indonesia, Indonesia ) INTERNATIONAL ADVISORY BOARD Peter Newcombe ( University of Queensland, Australia ) Fred Piercy ( Virginia Tech University, Australia ) Frieda Mangunsong Siahaan ( Universitas Indonesia, Indonesia ) James Bartle ( University of New South Wales, Australia ) Elvia Sunityo Shauki ( University of South Australia, Australia ) SCIENTIFIC COMMITTEE Manneke Budiman Isbandi Rukminto Adi Beta Yulianita Gitaharie Surastini Fitriasih Sri Hartati R Suradijono Elizabeth Kristi Poerwandari CONFERENCE DIRECTOR Tjut Rifameutia Umar Ali CONFERENCE VICE-DIRECTOR Turro Wongkaren ORGANIZING COMMITTEE Dewi Maulina ( Faculty of Psychology, Universitas Indonesia, Indonesia ) Intan Wardhani ( Faculty of Psychology, Universitas Indonesia, Indonesia ) Elok D. Malay ( Faculty of Psychology, Universitas Indonesia, Indonesia ) Josephine Rosa Marieta ( Faculty of Psychology, Universitas Indonesia, Indonesia ) MULUK17_Book.indb xiii MULUK17_Book.indb xiii 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM xiv Teraya Paramehta ( Faculty of Humanities, Universitas Indonesia, Indonesia ) Nila Ayu Utami ( Faculty of Humanities, Universitas Indonesia, Indonesia ) Priskila Pratita Penasthika ( Faculty of Law, Universitas Indonesia, Indonesia ) Efriyani Djuwita ( Faculty of Psychology, Universitas Indonesia, Indonesia ) Destri Widaya ( Faculty of Economics and Business, Universitas Indonesia, Indonesia ) WORKSHOP COMMITTEE Corina D.S. Riantoputra ( Faculty of Psychology, Universitas Indonesia, Indonesia ) Fithra Faisal Hastiadi ( Faculty of Economics and Business, Universitas Indonesia, Indonesia ) Mirra Noormilla ( Faculty of Psychology, Universitas Indonesia, Indonesia ) TREASURERS Robby Oka Yuwansa ( Faculty of Psychology, Universitas Indonesia, Indonesia ) Nurul Husnah ( Faculty of Economics and Business, Universitas Indonesia, Indonesia ) MULUK17_Book.indb xiv MULUK17_Book.indb xiv 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM Keynote speech MULUK17_Book.indb 1 MULUK17_Book.indb 1 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM MULUK17_Book.indb 2 MULUK17_Book.indb 2 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM Diversity in Unity: Perspectives from Psychology and Behavioral Sciences – Ariyanto et al. (Eds) © 2018 Taylor & Francis Group, London, ISBN 978-1-138-62665-2 3 Exploring human nature and inspiring heroic social action Philip Zimbardo Department of Psychology, Stanford University, Stanford, USA ABSTRACT: In this presentation, I describe a variety of research and psychological con- cepts across many domains in which I have been the pioneering investigator. Beginning with original research on creating evil, in my Stanford Prison Experiment, and then ending with a call for creating new-generation heroes who will help oppose the rise of right-wing totali- tarian governments globally, it applies psychological wisdom to real-world problems. This personal journey also takes readers into original research on shyness, time perspectives, the negative impact of video gaming on young men, and finally introduces the Heroic Imagi- nation Project, and its revolutionary educational programme, designed to inspire and train ordinary people to become everyday heroes. 1 INTRODUCTION The world we are living in is currently undergoing rapid changes in various aspects, whether it is cultural or political, or due to terrorist-created uncertainties. A lot of those changes are moving us towards progress, but there are also setbacks, stemming from hos- tile stereotypes and prejudice, as seen in numerous countries all over the globe. How can that happen? Why are so many people committing evil acts that are regressing the progress that has been made? When technological progress is going at the fastest rate ever, why are we moving backwards to such an extent? Apparently, the consequence of such negative progress is economic inequality, which then gives rise to poverty. In the USA, one of the global economic superpowers, the poverty rate is appalling at one in five children growing up poor, and that is not only for the USA, but also for other countries globally. It makes children growing up face adversity, and reduces their life expectancy by two years, com- pared with those who were born more privileged. Thus, poverty is evil; it is a major form of systematic evil. However, the main themes of my research have been on situational evil instead of pov- erty. Evil has been the subject of discussions and discourses around the world for centu- ries, as the core of every religion. Evil is the enemy of goodness. So I ask the question: ‘What makes good people go wrong?’ Throughout my life, I have been asking that ques- tion since I was a little child. Why? My family emigrated from Sicily and I grew up in the South Bronx ghetto in New York City, where poor immigrants from all over the world gathered to started a new life and fulfil their American Dreams. As I got older, I saw some of my friends get involved in numerous shady businesses, running criminal errands for rewards (offered by local evil men) that were petty compared to the risks they would face. However, I knew that my friends were good people, but they gave in to the temptation of money. On the other hand, a few other friends and I were able to resist that temptation and continue with our honest lives. So, I asked another question: ‘What is the difference between boys whom I knew were good who gave in to the temptation and those who resisted it?’ So, this is a really fundamental question in psychology, a discussion about free will and willpower, and how to exercise them to resist temptation while delaying immedi- ate gratification for further benefits. MULUK17_Book.indb 3 MULUK17_Book.indb 3 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM 4 2 ON THE PSYCHOLOGY OF EVIL However, then comes another question: ‘How are poverty and evil interrelated?’ Indeed, pov- erty is systematically evil due to the fact that it makes people not think about far-future consequences of their actions and only in satisfying their immediate needs and wants. It makes people ignore the impact of their decisions and behaviours towards others, and focus too much on themselves in order to achieve their near-sighted goals. However, we should re- examine what evil is from a psychological definition. It is the exercise of power to intention- ally harm (psychologically), hurt (physically), or destroy (mortally), and when it is done by nations, they are committing crimes against humanity (genocide by nations). In psychology, we mainly talk about evil on an individual level, which is attributed to their personal disposition (‘bad apple’), but that ignores the situational contexts, which are the influences from social and physical environments (‘bad barrels’). We must not solely attribute one’s evil deeds to their individual characteristics, but must also take into account the factor of the social environment. One of the examples of evil in situational contexts is my Stanford Prison Experiment. Meanwhile, evil at the systemic level is seen as the interaction between organisational, political, economic, cultural, and legal consequences (‘bad barrel makers’). Although, the most evil deeds are not done by individuals, but by corporations. They often allow corrup- tion, embezzlement, and fraud. It is these systems that have the power to change the situa- tions for better or for worse. However, when we talk about evil, our thorough analysis must be conducted for all three levels, not just focusing on a particular level while ignoring other levels. Then comes the question: ‘Why do good people become evil?’ Apparently, there is a series of psychological processes occurring that can make good people commit evil acts. Those processes are dehumanisation, diffusion of responsibility, obedience to authority, group pres- sure, and anonymity or deindividuation. Dehumanisation occurs when someone is deprived of their human qualities, while diffusion of responsibility happens when someone perceives that a current responsibility is shared with other people, so one does not fully bear the con- sequences of their decisions. The classical example of diffusion of responsibility is the case of Kitty Genovese, in New York City decades ago, where many people heard her screams as she was being assaulted but did nothing to help—and she died. Moreover, in obedience to authority, as seen from Stanley Milgram’s experiments, we can see how someone can blindly follow people in power and commit evil acts. It stems from our childhood when we were trained as a child to be obedient to our parents, teachers and religious leaders. However, we have to differentiate between good authorities who deserve our respect and bad authorities who deserve our defiance because they are not good; they are corrupt. The powerful influ- ence of group pressure to cause someone to act evil comes from our desire to feel accepted by that group. Lastly, anonymity and deindividuation is especially prevalent in the era of the Internet where people can mask their identities and do whatever they want in that dark space, including cyber-bullying others. An example of systemic evil can be observed in China, where the state kills one million of its people annually by encouraging male citizens to smoke (54.5% men are smokers, whereas only 2% are women). Smoking is portrayed as a symbol of manliness and masculinity. Appar- ently, the state monopolises the tobacco industry that yields them 605 billion yuan. The Chinese government also controls the media, which prevents any anti-smoking campaigns in the media. The money from the tobacco industry is used to build schools, such as a primary school in Sichuan province, named as The Sichuan Tobacco Primary School. This school has a prominent plaque reading: ‘Ingenuity is the fruit of diligence—Tobacco will help you suc- ceed’. Children in this school are raised with the positive acceptance of tobacco, and this is what I call systemic evil—actions by governments that kill its people. The anticipated results are overwhelming; new data from The Lancet (Chen et al., 2015) shows that Chinese men now smoke more than one-third of all the world’s cigarettes, while the smoking rate among Chinese women is somewhat less than in previous generations (less than 2%). The number of smoking-related deaths for Chinese men by 2030 will be two MULUK17_Book.indb 4 MULUK17_Book.indb 4 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM 5 million annually, and by 2050, three million Chinese men will die of smoking-related diseases every single year. Many of us are worried about ISIS and terrorism, but the reality of a pow- erful nation like China passively engaged in killing millions of its population goes unnoticed, and no one is doing anything about it, as far as I know. Systemic evil worldwide includes wars, genocide, and poverty, but slave labour and sex trafficking are on the rise. Slave labour is where individuals, and sometimes the whole fam- ily, work in toxic conditions with minimum pay and are not able to leave. Sex trafficking has become a most profitable business; it is estimated that at least 1 million women and children become victims and the profit from this business is more than 350 billion US dollars. It is usually not legally prosecuted, unlike drug trafficking, so more drug dealers are moving into this better business model! 3 THE STANFORD PRISON EXPERIMENT An example of situational evil can be seen in the experiment I created in 1961, the Stanford Prison Experiment. This experiment asked: ‘What will happen to good people when they are put in an evil place?’ College student participants answered a newspaper ad inviting them to be in a study of prison life; 75 applicants then took personality tests, and interviews. The 24 who were most normal, and healthy, were randomly assigned as prisoners or guards. Pris- oners wore smocks, and were assigned number IDs as their new names. Guards were given military uniforms, with symbols of power and anonymity, such as reflective sunglasses. Initial menial tasks escalated daily to be ever more humiliating and degrading. Prisoners were often stripped naked, sexually taunted, and sexually degraded. The first prisoner to be arrested by local police in our simulated arrest at their residences, #8612, was the first to break down from extreme stress reactions in 36 hours, and was then released. After that, the abuse by guards worsened daily—until five prisoners had to be released, one after another from extreme stress reactions. The experiment, intended to be a two-week study, was termi- nated after only six days. I wrote several books after completing the Stanford Prison Experiment, such as Shyness (1977), The Lucifer Effect (2007), The Time Paradox (2008) and Man, Interrupted (2016). The Lucifer Effect is a celebration of the human mind’s infinite capacity to make us behave kindly or cruelly, to be caring or indifferent, creative or destructive, and also to make some of us villains; and the good news is that the same human mind directs others to become Everyday Heroes. I was the first researcher to study shyness in adolescents and adults, starting in 1972. I conceptualised shyness as being a self-imposed psychological prison, in which the shy indi- vidual is both guard and reluctant prisoner—limiting freedoms of speech, association, and action. Shyness was then, and is now, a common phenomenon. In the 1970s and 80 s: 40% currently shy, 40% previously shy, 15% situational shy, and 5% never shy. In 2007: 84% shy at some point, 43% currently shy, and 1% never shy. Two-thirds of currently shy people said that shyness was a major personal problem. Why is shyness increasing? Electronics and the tech revolution are replacing people’s direct talk and face-to-face communication. We are not learning or practising basic social skills essential for being able to feel comfortable with others; creating a new kind of shyness—awk- ward shyness. In the past, shyness was not knowing how to navigate the social landscape and not knowing how to ask for directions (i.e. fear of rejection). I also started a therapeutic Stan- ford shyness clinic in 1977, which has been very successful in treating all forms of shyness; in fact, it is still in operation at Palo Alto University, 40 years after its inception. 4 MEN DISCONNECTED FROM SOCIETY New shyness is being unwilling to ask for directions, not wanting to connect. Many young men are preferring to live in virtual reality. This inability to connect has led to a major prob- lem with men in particular. MULUK17_Book.indb 5 MULUK17_Book.indb 5 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM 6 Why is this such an issue with men and boys? Examining the problem, and using the analy- sis developed in The Lucifer Effect , there are three main contributing elements: (a) Individual factors: shyness, impulsiveness, entitlement; (b) Situational factors: broken families/father- lessness, video games, pornography; (c) Systemic factors: policies that favour women and alienate men, failing schools, economic inequality, environmental toxins. In America, a big problem is that 41% of women with children in the US (25% in the UK) are single mothers; the rate is 50% for women under 30 years old. Single mothers are on the rise everywhere; boys need a role model from a father who gives conditional love (to set up a positive standard for their children). There is a negative ripple effect of single, stressed-out mums, which leads to elevated stress hormones and poorer immune systems in children, poorer social development, higher likelihood of Attention-Deficit Hyperactivity Disorder (ADHD) and behavioural problems as an adolescent, and also relationship dif- ficulties later on. Impulsiveness and entitlement; young men are trapped in a present hedonistic time zone. The instant gratification of gaming and pornography keeps them there, and also creates inflated egos. Young men are 25% more likely than young women to be living at home with parents. Many do not help with chores or bills—they feel entitled to do nothing. Parents enable dependency by not telling them to shape up or ship out. In addition to personal and familial factors, our entire system puts up roadblocks for boys. Boys are failing in schools everywhere (except China and Japan), and dropping out, as well as failing to have friends and girlfriend mates because they have become addicted to playing video games excessively in social isolation, along with a new addiction to freely available online pornography. Possible solutions for our disconnected males are an increase in male mentorship pro- grammes, to take technology out of our children’s bedrooms, limit cell phone use, and more social family time. Teach responsibility and resiliency at home (help boys to have a ‘growth- based’ mindset, NOT a fixed mindset), and encourage developing a future orientation. 5 TIME PERSPECTIVE Understanding one’s unique time perspective can help with time management and awareness of personal time allocation. I argue that there is a strange ‘Time Paradox’. The most impor- tant influence on all your decisions and actions is inside your mind, and yet it is something about which you are unaware: your psychology of time perspective. Time perspectives is the study of how individuals in every country divide the flow of human experience into different time frames—or time zones—automatically and non-consciously. These frames vary between cultures, social classes, nations and people. They become biased rather than balanced by learned overuse of some frames, and underuse of others. I developed a reliable and valid instrument to measure individual differences in different time zones. The Zimbardo Time Perspective Inventory (ZTPI) gives scores for six different time zones for each individual: (1) Past positives TP—Focus on positives; (2) Past negatives TP—Focus on negatives; (3) Present TP—Hedonism; (4) Present TP—Fatalism; (5) Future goal TP—Life—goal-oriented; (6) Future TP—Transcendental—life after death of the mor- tal body. The most important thing is to have a balanced time perspective—which means high past positive, moderately high future, and moderate present hedonism—used to reward oneself for meeting goals. The key is also in keeping low on past negative and present fatal- ism factors. 6 INSPIRING EVERYDAY HEROES IN A CHALLENGING NEW WORLD ORDER Finally, what we have been trying to do for the last ten years is to inspire all youth everywhere to become Everyday Heroes. Most young people in many countries idolise unreal heroes, such as Superman, Batman, Spiderman, Wonder Woman, and many others. To become real-world MULUK17_Book.indb 6 MULUK17_Book.indb 6 10/9/2017 9:51:36 AM 10/9/2017 9:51:36 AM