Social Psychology of Education最新文献

Exploring preservice teachers’ social domination orientation and prejudice toward Syrian refugees: the mediation of empathy 探索职前教师的社会支配取向和对叙利亚难民的偏见：移情的中介作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-09-18 DOI: 10.1007/s11218-024-09938-8

Aylin Kirisci-Sarikaya, Halim Guner

{"title":"Exploring preservice teachers’ social domination orientation and prejudice toward Syrian refugees: the mediation of empathy","authors":"Aylin Kirisci-Sarikaya, Halim Guner","doi":"10.1007/s11218-024-09938-8","DOIUrl":"https://doi.org/10.1007/s11218-024-09938-8","url":null,"abstract":"With the global increase in refugees, understanding and improving the educational experiences of refugees has received more attention in academic research. This study aims to investigate the perspective of preservice teachers (PSTs) towards Syrian refugees, who are one of the largest groups of refugees in Turkey. The study explores the relationship between PSTs’ empathy, their social dominance orientation (SDO), and prejudice against Syrian refugees. The aim is to understand how PSTs’ perspectives on refugees can help prevent discrimination in education and develop targeted interventions and educational strategies. The study analyzed data from 726 PSTs using structural equation modelling. The findings show that there is a positive correlation between SDO and prejudice, and empathy partially mediates this relationship. Moreover, socioeconomic status and ethnicity significantly predict prejudice against refugees. The results are discussed in relation to the understanding of the bases and relations of prejudice, SDO, and empathy. The study suggests some practical implications for those working with PSTs and policymakers.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142259468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers 教师的日常积极和消极情绪及其与教师情绪调节策略和日常工作投入的关系--团队教师日记研究的结果

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-09-18 DOI: 10.1007/s11218-024-09951-x

Franziska Muehlbacher, Mathias Mejeh, Melanie M. Keller, Gerda Hagenauer

{"title":"Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers","authors":"Franziska Muehlbacher, Mathias Mejeh, Melanie M. Keller, Gerda Hagenauer","doi":"10.1007/s11218-024-09951-x","DOIUrl":"https://doi.org/10.1007/s11218-024-09951-x","url":null,"abstract":"Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related to an important facet of teacher well-being, namely their daily work engagement. This study aims to investigate the related factors (habitual emotion regulation, daily work engagement) of team teachers’ daily positive and negative emotions triggered by the team partner in the classroom. Forty-seven Austrian team teachers working in secondary education completed a daily diary study, consisting of 15 diary entries, measuring their habitual emotion expression and suppression strategies, their daily positive and negative affect and daily work engagement. Multilevel regression analyses were conducted. Results show that positive and negative affect and work engagement vary substantially within and between team teachers. Random-intercept fixed-slope multilevel models indicate that the habitual use of authentic display of positive emotions is associated with daily positive affect, and teachers’ daily positive and negative affect significantly relate to their daily work engagement both on the within- and between-person level. This study underscores the important role that team teachers’ emotional experiences play regarding their work engagement. We draw theoretical and practical implications for the role of emotions during team-teaching practices.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142259467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Instructor mindset beliefs and behaviors: How do students and instructors perceive them? 教员的心态信念和行为：学生和教员如何看待它们？

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-09-11 DOI: 10.1007/s11218-024-09948-6

Katherine Muenks, Kathryn M. Kroeper, Elizabeth A. Canning, Mary C. Murphy

{"title":"Instructor mindset beliefs and behaviors: How do students and instructors perceive them?","authors":"Katherine Muenks, Kathryn M. Kroeper, Elizabeth A. Canning, Mary C. Murphy","doi":"10.1007/s11218-024-09948-6","DOIUrl":"https://doi.org/10.1007/s11218-024-09948-6","url":null,"abstract":"Advances in growth mindset scholarship now recognize the role of instructors’ mindsets in shaping classroom mindset culture. In the present paper, we synthesize the newly developing instructor mindset literature and report on a dataset that includes student (N = 765) and instructor (N = 44) reports of instructor mindset beliefs and behaviors. We organize our paper around four key questions: (1) What teaching behaviors signal instructors’ mindset beliefs to students? (2) What teaching behaviors are associated with instructors’ mindset beliefs? (3) Do students and instructors in the same classroom agree about instructors’ beliefs and behaviors? (4) Where should researchers target interventions aimed at promoting growth mindset cultures? We then discuss three problems that instructors might encounter when trying to create growth mindset cultures—when instructors inconsistently engage in growth mindset behaviors, when instructors unwittingly communicate a fixed mindset to students, and when students fail to notice instructors’ growth mindset behaviors—and potential solutions to these problems. We end with implications for instructor-focused interventions, which include both encouraging instructors to engage in growth-focused behaviors and to state clearly why their behaviors communicate a belief in student growth.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices 教师的心态意义系统：成就目标、信念和课堂实践

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-09-09 DOI: 10.1007/s11218-024-09952-w

Marko Lüftenegger, Joy Muth

{"title":"Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices","authors":"Marko Lüftenegger, Joy Muth","doi":"10.1007/s11218-024-09952-w","DOIUrl":"https://doi.org/10.1007/s11218-024-09952-w","url":null,"abstract":"Mindsets are crucial factors for individuals’ adaptive behavior in educational contexts. In meaning systems, these associations between mindsets and behavior are mediated through motivational aspects. It is generally assumed that students should also benefit if teachers adopt a growth mindset. Even though many studies have investigated mindset processes of students, analyses of teachers’ meaning systems are lacking. This study, therefore, examines relationships between teachers’ mindsets, self-efficacy, achievement goals (mastery, performance-avoidance), and instructional practices (goal structure dimensions of task, autonomy, recognition, grouping, evaluation, time). The sample of the questionnaire study comprises 650 Austrian in-service teachers (69.6% female; mean age 45.1 years; SD = 11.3) with an average of 19 years of teaching experience. Data was analyzed using latent mediation modeling with fixed mindset as a predictor, self-efficacy, mastery goals, performance-avoidance goals as mediators, and six mastery classroom goal structure dimensions as outcomes. The results indicated positive relations between a fixed mindset with performance-avoidance goals and negative relations with self-efficacy and mastery goals. Mastery goals and self-efficacy negatively fully mediated the effects of fixed mindsets on five of six mastery goal structure dimensions. No mediation was found for performance-avoidance goals except for the fixed mindset-autonomy and fixed mindset-grouping links. To conclude, the study’s findings support that a meaning system approach is also valid for teachers and provide insights into the associations between mindset, self-efficacy beliefs, achievement goals, and classroom practices.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ social competencies, occupational health, and personal well-being are associated with their use of snark in the classroom 教师的社交能力、职业健康和个人幸福感与他们在课堂上使用冷笑话有关

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-09-03 DOI: 10.1007/s11218-024-09940-0

Summer S. Braun, Zachary T. Schornick, Avery K. Westbrooks, Erin R. Eickholz, Jeffrey G. Parker, Alison L. Hooper

{"title":"Teachers’ social competencies, occupational health, and personal well-being are associated with their use of snark in the classroom","authors":"Summer S. Braun, Zachary T. Schornick, Avery K. Westbrooks, Erin R. Eickholz, Jeffrey G. Parker, Alison L. Hooper","doi":"10.1007/s11218-024-09940-0","DOIUrl":"https://doi.org/10.1007/s11218-024-09940-0","url":null,"abstract":"Snark is a form of verbal aggression that uses humor to diminish a victim. The present study explored predictors of U.S. teachers’ use of snark in the classroom. Kindergarten-12th grade teachers (N = 516) self-reported on their social and emotional competencies (i.e., perspective taking, forgiveness, mindfulness, expressive suppression, and decision-making skills), experiences of occupational health and personal well-being (i.e., burnout, job satisfaction, depression, and life satisfaction) and snark use. Stepwise multilevel models indicated that teachers’ social and emotional competencies, and subsequently, their occupational health and well-being, explained significant portions of the variance in snark use. Specifically, teachers with greater perspective taking skills reported less frequent snark use, and those who used expressive suppression reported more frequent snark use. Burnout, job satisfaction, depression, and life satisfaction were all positively associated with greater snark use. Results are described in relation to research on adult social and emotional competencies, teachers’ occupational health and well-being, and teachers’ conflict management strategies. This study sets the stage for future research to investigate the effects of teachers’ snark use on student outcomes.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parental mindsets as determinants of children’s achievement goals and performance in math 父母的心态是儿童数学成就目标和成绩的决定因素

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-08-24 DOI: 10.1007/s11218-024-09953-9

Sungwha Kim, Hyun Ji Lee, Mimi Bong

{"title":"Parental mindsets as determinants of children’s achievement goals and performance in math","authors":"Sungwha Kim, Hyun Ji Lee, Mimi Bong","doi":"10.1007/s11218-024-09953-9","DOIUrl":"https://doi.org/10.1007/s11218-024-09953-9","url":null,"abstract":"Parents’ beliefs about the nature of ability are communicated to their children through parent–child interactions. Parental mindsets are one of the parental beliefs that have received increasing attention over recent years. However, their role in children’s motivation and achievement outcomes remains relatively underexplored. Moreover, most existing studies have measured parental mindsets as either reported by parents themselves or perceived by children only, making it difficult to develop a comprehensive understanding of their role. Yet, parents’ mindsets and children’s perceptions of their parents’ mindsets may not be identical, and one may be more important than the other in shaping children’s motivation and achievement. Using the data from 507 third- and fourth-graders and their parents in Korea, we examined how parents’ growth and fixed mindsets, both self-reported and child-perceived, predicted children’s achievement goals, persistence, and achievement in mathematics. Whereas the growth and fixed mindsets of parents correlated negatively with each other, there was no significant relationship between self-reported and child-perceived parental mindsets. Parents’ growth mindset positively predicted children’s mastery goals. In contrast, parents’ fixed mindset negatively predicted children’s mastery goals and positively predicted children’s ability-focused and normative performance goals. Children’s mastery goals in turn positively predicted their persistence and achievement. The indirect paths from parental mindsets to children’s persistence and achievement through children’s mastery goals were also significant. In general, the child-perceived mindsets of parents demonstrated a stronger predictive power than the self-reported mindsets of parents. The underexplored role of parental mindsets is discussed concerning children’s achievement goal adoption and learning.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of perceived ingroup norms about intergroup contact in intergroup friendship effects 感知到的内群体对群体间接触的规范在群体间友谊效应中的作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-08-22 DOI: 10.1007/s11218-024-09947-7

Lana Pehar, Dinka Čorkalo Biruški, Blaž Rebernjak

{"title":"The role of perceived ingroup norms about intergroup contact in intergroup friendship effects","authors":"Lana Pehar, Dinka Čorkalo Biruški, Blaž Rebernjak","doi":"10.1007/s11218-024-09947-7","DOIUrl":"https://doi.org/10.1007/s11218-024-09947-7","url":null,"abstract":"While intergroup contacts and social norms both have important roles in regulating intergroup relations, their effects on intergroup outcomes have mostly been examined independently from each other. The purpose of this longitudinal study was to explore the role of perceived ingroup norms about intergroup contact in the relationships between both direct and extended intergroup friendships and positive and negative outgroup orientations. To provide a more comprehensive normative perspective of intergroup contact, we tested for both cross-sectional and longitudinal, as well as moderation and mediation effects of perceived peer, parental, and school contact norms. The research was carried out in two waves on a sample of 1,128 majority and minority adolescents from four multiethnic communities in the Republic of Croatia. The results indicated that all three types of perceived ingroup contact norms exclusively mediate the cross-sectional, but not longitudinal, relationships between both forms of friendships and positive and negative outgroup orientations, highlighting the importance and consistency of perceived parental and school normative influences.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors 通用学习设计（UDL）与差异化教学（DI）的关系：成长心态和教师实践因素的中介作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-08-22 DOI: 10.1007/s11218-024-09945-9

Juan Cai, Qingyun Wen, Meijie Bi, Koen Lombaerts

引用次数: 0

The mediation of organizational commitment between collective teacher efficacy and work engagement 组织承诺在教师集体效能感与工作投入之间的中介作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-08-16 DOI: 10.1007/s11218-024-09949-5

Behiye Dağdeviren Ertaş, Murat Özdemir

{"title":"The mediation of organizational commitment between collective teacher efficacy and work engagement","authors":"Behiye Dağdeviren Ertaş, Murat Özdemir","doi":"10.1007/s11218-024-09949-5","DOIUrl":"https://doi.org/10.1007/s11218-024-09949-5","url":null,"abstract":"Attitudes and behaviors towards work enable teachers to perform organizational roles willingly in the educational process. Teachers who do their jobs with great enthusiasm, passion, and commitment are influential in increasing student success. For this reason, there is a need to investigate the individual and organizational factors that play a role in teachers’ work engagement. Previous research has shown that collective teacher efficacy is one of the critical factors that play a role in teachers’ work engagement. However, researchers need to sufficiently focus on the holistic effects of collective teacher efficacy, organizational commitment, and work engagement in teacher research. This research aims to investigate a newly developed model that explores the direct and indirect links among collective teacher efficacy, organizational commitment, and work engagement. The study involves 414 teachers working in state primary schools in 12 regions of Türkiye. A mediation analysis was conducted using structural equation modeling to assess the accuracy of the proposed model in this study. The results of the analysis demonstrate that organizational commitment is essential in mediating the relationship between collective teacher efficacy and work engagement. This study contributes significantly to the existing literature by offering valuable insights into the influence of collective teacher efficacy on work engagement among teachers in Türkiye. Specifically, it presents crucial findings regarding the impact of collective teacher efficacy on organizational commitment, highlighting the mediating role of this construct in the relationship between collective teacher efficacy and work engagement.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using RECAST theory to examine racial stress appraisal across high schools: Differences in racial threat and support 利用 RECAST 理论研究各高中的种族压力评估：种族威胁和支持的差异

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-08-13 DOI: 10.1007/s11218-024-09950-y

Maureen C. Fleming, Howard C. Stevenson, Emily Aisenbrey, Benedict T. McWhirter

{"title":"Using RECAST theory to examine racial stress appraisal across high schools: Differences in racial threat and support","authors":"Maureen C. Fleming, Howard C. Stevenson, Emily Aisenbrey, Benedict T. McWhirter","doi":"10.1007/s11218-024-09950-y","DOIUrl":"https://doi.org/10.1007/s11218-024-09950-y","url":null,"abstract":"Data from 318 diverse high school students from three different types of high schools in the United States were collected. School types varied by location (e.g., suburban, urban), size, and student demographics (e.g., race, ethnicity, socioeconomic status). Exploratory Factor Analysis (EFA) was conducted to examine the factor structure of the STRESS-Y. Mean comparisons were performed to assess variations in Racial Stress Appraisal across different school types. The EFA of the STRESS-Y confirmed its factor structure, supporting its validity as a measure of RSA in youth and we were able to extract two robust factors—Racial Threat Appraisal and Racial Support Appraisal. Mean comparisons revealed that Racial Threat Appraisal and Racial Support Appraisal varied across different school types, highlighting the influence of school context on students' experiences of racial stress. This study provides evidence for the validity of the STRESS-Y as a measure of Racial Stress Appraisal in youth. The findings demonstrate the importance of considering school type as a factor influencing students' experiences of racial stress as well as how support, racial coping, and stress management skills may help mitigate ongoing interpersonal harm that youth are experiencing. The validated measure and the understanding of the factors contributing to Racial Stress Appraisal can inform interventions aimed at supporting students in managing and coping with racial stressors in their respective school environments.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0