Expanding the Borders of the Affective Learning Processes Model.
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| Title: | Expanding the Borders of the Affective Learning Processes Model. |
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| Authors: | Cross, Susan E. (AUTHOR) |
| Source: | Psychological Inquiry. Apr-Sep2025, Vol. 36 Issue 3, p180-182. 3p. |
| Subjects: | Cultural competence, Social comparison, Affirmations (Self-help), Cultural relations, Affective education, Psychological adaptation |
| Abstract: | The article focuses on Chao's Affective Learning Processes (ALPs) Model of cultural competence, which explores why some individuals resist engaging with new cultural groups. Chao argues that traditional approaches often overlook the significance of prevention orientation, which prioritizes safety and security, leading to self-defensive reactions in cross-cultural interactions. The model proposes strategies for prevention-focused individuals to enhance their intercultural relationships, such as relearning emotions and bypassing negative triggers. Additionally, the article suggests integrating self-affirmation and social comparison processes to foster openness in cultural competence training, emphasizing the need for a supportive social environment to facilitate effective learning. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The article focuses on Chao's Affective Learning Processes (ALPs) Model of cultural competence, which explores why some individuals resist engaging with new cultural groups. Chao argues that traditional approaches often overlook the significance of prevention orientation, which prioritizes safety and security, leading to self-defensive reactions in cross-cultural interactions. The model proposes strategies for prevention-focused individuals to enhance their intercultural relationships, such as relearning emotions and bypassing negative triggers. Additionally, the article suggests integrating self-affirmation and social comparison processes to foster openness in cultural competence training, emphasizing the need for a supportive social environment to facilitate effective learning. [Extracted from the article] |
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| ISSN: | 1047840X |
| DOI: | 10.1080/1047840X.2025.2525680 |
