Table 2. Study 1: Lay beliefs about social class vs. actual findings.
| r with social class (mean lay belief) | r with social class (actual) | Difference between lay belief and actual | |
|---|---|---|---|
| Individualism1 | .22 | .20 | t(99) = .35, ns |
| Contextualism1 | .20 | -.23 | t(99) = 10.00*** |
| Well-Being2 | .48 | .24 | t(99) = 5.79*** |
| Empathy3 | .21 | -.28 | t(99) = 10.08*** |
| Intelligence4 | .30 | .55 | t(99) = 4.83*** |
| Health5 | .49 | .23 | t(99) = 6.31*** |
| Honesty6 | .08 | -.22 | t(99) = 6.24*** |
| Conformity7 | .20 | -.27 | t(99) = 9.33*** |
1 Na et al., 2010, rs converted from ds for mean difference between high and low education groups on standardized composite scores for social orientation and cognitive style; 2 World Values Survey (WVS), wave 5 US data, r subjective social class and standardized composite score for happiness and life satisfaction; 3 Stellar et al., 2012, mean r of studies 1 (subjective social class), 2 (combined parental education and income), and 3 (combined parental education and income), converted from βs, studies 2 and 3 βs provided by author; 4 Nessier et al., 1996, correlation between years of education and IQ; 5 WVS wave 5 US data, r subjective health and subjective social class; 6 Piff et al., 2012, mean r across studies 3 (subjective social status), 4 (manipulated subjective social status), 5-7 (subjective social status), converted from t-values and βs; 7 Stephens et al., 2007, mean r across studies 1 (parental education), 2 (parental education), 4a (occupation), 4b (parental education), converted from χ2 s and t-values. *** p < .001.