The current research examines the relationship between psychological distance and system justification through the lens of the Construal Level Theory. In three experimental studies, we investigated whether and how psychological distance shapes the salience of different levels of social identity relevant to system‐justifying tendencies. In Study 1, we investigated the moderating effect of psychological distance on the relationship between membership in different gender‐based groups and system justification in the context of gender inequality. In Study 2, we investigated the influence of psychological distance on the extent to which individuals with opposing political ideologies justify the system. Finally, Study 3 deepened Studies 1–2 by comparing the impact of lower‐ vs. higher‐level identity threats as a function of psychological distance. Results suggest that psychological distance reduces system justification among typically high‐justifying groups, leading to greater convergence across status and ideological divides. Implications, limitations and future directions are discussed.

Parents play a fundamental role in the development of young people’s self-perceptions. In the context of education, psychological research has revealed that parental involvement (PI) is significantly related to students’ attitudes, beliefs, motivation, expectations, and academic outcomes. However, few studies have focused on a specific aspect of PI known as academic socialization, which refers to the importance that parents attribute to school and education, particularly in terms of how their educational values correspond with students’ psychological and academic adaptation. Thus, this study aimed to examine the associations between perceived parents’ educational values and students’ academic adjustment. A cross-sectional quantitative study was conducted on a sample of 477 Italian students (9th and 10th graders), with a mean age of 15.28 years ( SD = .75; 50% male). A Structural Equation Model was estimated to examine how perceived parents’ educational values are related to students’ educational values and academic self-concept, and how these, in turn, relate to students’ perceived difficulties in completing their educational path. Results revealed an indirect relationship between perceived parents’ educational values and students’ negative expectations of academic success, via students’ educational values and their academic self-concept. Interestingly, these associations were found only when the intrinsic dimensions of parents’ and students’ educational values were considered. Overall, the findings highlight parents’ important role during secondary school and suggest that valuing education for its intrinsic and formative function – rather than for its extrinsic outcomes – may be associated with students’ academic adaptation and well-being.

Silent treatment represents a subtle yet harmful form of ostracism, often accompanied by emotional distress and ambiguity regarding the reasons for exclusion. This research investigated the emotional responses of individuals exposed to silent treatment, with a particular focus on the role of guilt. Study 1 involved participants recalling episodes of silent treatment and neglect, allowing for a comparison of the emotions elicited in these relational contexts. Results indicated that guilt, sadness, and fear were more pronounced during silent treatment, while the source was perceived as expressing greater anger and disgust. Study 2 employed an experimental design to explore the specific nature of guilt, distinguishing between altruistic and deontological guilt. Findings revealed that silent treatment is associated with heightened deontological guilt, which is linked to violations of moral norms and uncertainty. These studies provide a contribution to the understanding of silent treatment and its implications for relational and emotional well-being.

Intimate Partner Violence (IPV) includes a wide range of violent and abusive behaviors between current or former partners and represents a phenomenon of great relevance for societies (Ali et al., 2...