Social Psychology of Education最新文献

IF 3.2 2区心理学

Social Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-02-18 DOI: 10.1007/s11218-025-10028-6

Ilona M B Benneker, Nikki C Lee, Fanny de Swart, Nienke M van Atteveldt

{"title":"Similarities in mindset between adolescents' friends and cooperation partners.","authors":"Ilona M B Benneker, Nikki C Lee, Fanny de Swart, Nienke M van Atteveldt","doi":"10.1007/s11218-025-10028-6","DOIUrl":"10.1007/s11218-025-10028-6","url":null,"abstract":"Peers, in terms of both friends and cooperation partners, are a very important aspect of the social context of adolescents. They may affect adolescents' intelligence mindsets and therefore their school motivation and success. Being friends or cooperating with a peer with a similar mindset might either enhance (in case of a growth mindset) or hinder (in case of a fixed mindset) adolescents' motivation to learn. In this cross-sectional social network study, we first examined whether friendship networks and cooperation partners networks within school classes differ from each other. Second, we investigated whether adolescents' friends and cooperation partners have similarities in mindsets. We analysed peer nominations and intelligence mindsets within 26 Dutch classes of early and mid-adolescents (N = 558) using the quadratic assignment procedure (QAP). Our data showed that three unique networks could be distinguished: a friendship only network, a combined friends and cooperation partners network and a cooperation only network. Multiple regression quadratic assignment procedures (MRQAP) indicated no evidence for similarity in mindset in all the three networks. However, we did find that adolescents with a growth mindset select more peers to cooperate with than adolescents with a fixed mindset. This latter finding shows that mindset influences social interactions in the context of cooperation between adolescents. It might be valuable to take the social context into consideration in the development of new mindset interventions.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":"67"},"PeriodicalIF":3.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11836159/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Knowledge and comfort predict teaching about sexism in school teachers. 知识和舒适度预测了学校教师的性别歧视教学。

IF 3.2 2区心理学

Social Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-04-29 DOI: 10.1007/s11218-025-10049-1

Aífe Hopkins-Doyle, Lindsey Cameron, Lauren Spinner, Bridget Dibb, Andrea Kočiš, Rose Brett, Harriet R Tenenbaum

{"title":"Knowledge and comfort predict teaching about sexism in school teachers.","authors":"Aífe Hopkins-Doyle, Lindsey Cameron, Lauren Spinner, Bridget Dibb, Andrea Kočiš, Rose Brett, Harriet R Tenenbaum","doi":"10.1007/s11218-025-10049-1","DOIUrl":"https://doi.org/10.1007/s11218-025-10049-1","url":null,"abstract":"Although lessons about sexism can increase gender egalitarianism in children, teachers often shy away from discussing sensitive topics, such as sexism, in classrooms. We conducted two studies to examine why teachers may not discuss sexism. In a qualitative study with 20 primary school teachers, teachers reported not discussing sexism because of the belief that sexism was not an issue, low comfort, and low knowledge levels in teaching sexism, that sexism was less important than other topics, and not enough support from parents and schools. Teachers taught about sexism to balance out other perspectives, when they had support from authorities, and when sexism was related to a lesson. Using the themes found in Study 1, Study 2 developed quantitative measures to examine the predictors of intentions to teach about sexism among 233 primary and secondary school teachers. The full model found that teachers had higher intentions to teach about sexism when they felt more comfortable and knowledgeable about teaching sexism and when teachers were younger. We discuss findings from both studies in terms of theoretical and practical implications.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":"102"},"PeriodicalIF":3.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12041106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144038906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years. 社会负荷和对负面评价的恐惧介导了神经质对课堂干扰的影响，预测了教师两年以上的职业问题。

IF 3.2 2区心理学

Social Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-02-05 DOI: 10.1007/s11218-025-10024-w

Gabriel Jenni, Alexander Wettstein, Ida Schneider, Fabienne Kühne, Martin Grosse Holtforth, Roberto La Marca

{"title":"Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years.","authors":"Gabriel Jenni, Alexander Wettstein, Ida Schneider, Fabienne Kühne, Martin Grosse Holtforth, Roberto La Marca","doi":"10.1007/s11218-025-10024-w","DOIUrl":"10.1007/s11218-025-10024-w","url":null,"abstract":"Research on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions \"through the lens\" of their own personalities. This observational study involving 42 teachers (28 female, Mage = 39.66, SD = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers' perception of classroom disruptions. Moreover, longitudinal associations between perceived and observed classroom disruptions and occupational problems were investigated over two years. Results show that neuroticism, fear of negative evaluation, and social overload are positively associated with more perceived classroom disruptions. In this context, neuroticism does not directly lead to more perceived classroom disruptions, but the relationship is mediated by fear of negative evaluation and social overload. Moreover, perceived classroom disruptions were associated with an increase of occupational problems over two years. Examining self-reports in combination with behavioral observation is crucial for better understanding teachers' perception of classroom disruptions and identifying the personality traits and social stressors influencing perception for preventing teachers' health problems. Teacher education must support teachers in dealing with fear of negative evaluation and social overload and recognize the longitudinal cumulative effects of biased perception on teacher stress. This can prevent teachers from leaving the profession early and keep burnout rates and costs low.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":"60"},"PeriodicalIF":3.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11799037/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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":"1 1","pages":""},"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":"77 1","pages":""},"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":"35 1","pages":""},"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":"54 1","pages":""},"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":"27 1","pages":""},"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":"4 1","pages":""},"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":"37 1","pages":""},"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