Religiosity as Self-Enhancement: A Meta-Analysis of the Relation Between Socially Desirable
Bibliographic record
Abstract
In a meta-analysis, the authors test the theoretical formulation that religiosity is a means for self-enhancement. The authors operationalized self-enhancement as socially desirable responding (SDR) and focused on three facets of religiosity: intrinsic, extrinsic, and religion-as-quest. Importantly, they assessed two moderators of the relation between SDR and religiosity. Macro-level culture reflected countries that varied in degree of religiosity (from high to low: United States, Canada, United Kingdom). Micro-level culture reflected U.S. universities high (Christian) versus low (secular) on religiosity. The results were generally consistent with the theoretical formulation. Both macro-level and micro-level culture moderated the relation between SDR and religiosity: This relation was more positive in samples that placed higher value on religiosity (United States> Canada> United Kingdom; Christian universities> secular universities). The evidence suggests that religiosity is partly in the service of self-enhancement. Keywords religiosity, self-enhancement, socially desirable responding, intrinsic religiosity, extrinsic religiosity People are motivated to see themselves favorably along cul-turally valued characteristics. Stated otherwise, people are motivated to self-enhance. This motive lies at the heart of many social psychological theories, such as cognitive dis-sonance theory, terror management theory, self-affirmation theory, social identity theory, the self-enhancement tactician model, and the self-evaluation maintenance model
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".