from the world's big
Why insecure people buy more things
Money may not buy you love, but it won't break your heart either.
- The link between a poor interpersonal life and materialism has been known for decades, but the exact reason for this connection hasn't been clear.
- New research shows that two problematic attachment styles can push people towards seeking the love and affection they crave in material wealth.
- The study shows both how broken-hearted people use materialism as a crutch and how this dependency can be reversed.
What makes somebody materialistic? We know what materialism looks like—constantly pursuing luxury, envying others for their success, desiring more possessions, and being greedy. It's even been shown that materialistic people have worse mental health, a lower sense of well-being, and a general disregard for the environment. But what makes somebody turn out this way is less clear. Could it be genetic? Some result of their upbringing?
New research in the International Journal of Psychology has helped shed light on what it is that makes materialistic people desire physical wealth. Broadly, materialism turns out to be the answer for certain people when they get their hearts broken.
The materialistic and lonely heart
Human beings crave security. That encompasses physical security as well, but what we desire more than most other things is interpersonal security—a sense of being loved, understood, and valued. The first place we get this sense of interpersonal security from is usually our parents.
But not everybody is going to win father or mother of the year. Some parents are cold or neglectful to their children, and, lacking that crucial, initial sense of acceptance, many neglected children grow up to have attachment issues.
Attachment styles come in four major flavors, but this study focused on two problematic forms: attachment anxiety, in which an individual obsessively seeks approval and affection, often in a smothering way that's impossible to truly measure up to; and attachment avoidance, in which an individual simply avoids attachments with others to avoid getting hurt, fostering instead a (often false) sense of independence from others.
A study by Ying Sun and colleagues from the Beijing Key Laboratory of Experimental Psychology examined the interaction between attachment issues and materialism. Prior research had shown that materialism is frequently associated with having cold or neglectful parents and a shaky interpersonal or social life, so it made sense to test whether attachment issues were the mechanism behind a desire for external, physical wealth.
The researchers' hypothesis was that after experiencing disappointing relationships, individuals with attachment anxiety would instead focus their overweening love onto something that couldn't reject them: possessions and wealth. Since individuals with attachment avoidance already avoid all attachments in the first place, Ying Sun believed they would be less materialistic.
Studying the link between attachment and materialism
In Greek mythology, the sculptor Pygmalion fell in love with a statue he carved from marble. In his case, Aphrodite brought his statue to life.
Jean-Léon Gérôme via Wikimedia Commons
Sun and colleagues carried out a series of studies exploring the connection between attachment issues and materialism. In the first, 237 participants filled out a survey designed to assess attachment issues, asking participants to respond to statements like "I worry that partners won't care about me as much as I care about them" and "I am nervous when partners get too close to me."
They also asked for participants' responses to statements on materialism, like "I like a lot of luxury in my life" and "My life would be better if I owned certain things I don't have." As predicted, highly attachment-anxious people were indeed more materialistic.
Attachment-avoidant people were not significantly materialistic when other factors were taken into account that influence materialism. Specifically, gender and family monthly income are known to correlate with materialism; when considering these variables as well, attachment avoidance was not significantly correlated with materialism.
The next study tested whether attachment issues were truly a cause of materialism by artificially bolstering the participants' sense of attachment and then measuring materialism afterwards. The researchers asked half of the participants to think of somebody they turn to for help and assurance, imagine their face, and then describe a situation where that person helped them in detail. As a control, the other half of the study sample was asked to recall an acquaintance and describe a scenario in which they interacted.
Then, the researchers presented the participants with a task designed to measure materialism. The participants viewed a series of words on a computer screen that were materialistic ("money"), neutral ("sky"), or a nonsensical collection of letters. They were told to press a key if the word was meaningful or another key if the word was meaningless.
By measuring the response times to the different categories of words, the researchers were able to determine how accessible materialistic thoughts were to the participants. Highly materialistic people in the control group were able to quickly determine that words like "money" did indeed have meaning—quite a lot of meaning for them.
However, the participants who had been primed to feel an interpersonal connection with another person were slower on the draw: Those words seemed to lack the immediacy and importance that they had before. It's important to note that, as per the researcher's hypothesis, the effects of this study were stronger in participants with attachment anxiety rather than attachment avoidance.
At first glance, these findings might seem very depressing. The lonelier you are, the more likely you are to pursue material things to fill that hole in your heart. But, there's also a more optimistic way of interpreting these results. Materialism may be a temporary and ineffectual solution to a larger problem, but once a lonely person gets what they really need, the crutch is no longer necessary.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Most marriages end in resentment. Why should longevity be the sole marker of a successful marriage?
In November 1891, the British sexologist Havelock Ellis married the writer and lesbian Edith Lees. He was 32 and a virgin. And since he was impotent, they never consummated their union. After their honeymoon, the two lived separately in what he called an open marriage. The union lasted until Lees’ death in 1916.
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.