Social Psychology of Education最新文献_第10页

Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics 教师期望与小学生数学成绩、自我概念、焦虑的关系

2区心理学

Social Psychology of Education Pub Date : 2023-10-16 DOI: 10.1007/s11218-023-09856-1

Lena Hollenstein, Christine M. Rubie-Davies, Christian Brühwiler

{"title":"Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics","authors":"Lena Hollenstein, Christine M. Rubie-Davies, Christian Brühwiler","doi":"10.1007/s11218-023-09856-1","DOIUrl":"https://doi.org/10.1007/s11218-023-09856-1","url":null,"abstract":"Abstract Teacher expectations not only relate positively to student achievement, but also to student beliefs such as their self-concept. Nevertheless, most studies focus on the relations with student achievement, followed by studies on beliefs. Beliefs are a significant determinant of academic success and can include student self-concept or emotions, such as anxiety. The extent to which anxiety can be influenced by teacher expectations has been investigated in very few studies. This paper examined how teacher expectations related to changes in student achievement, self-concept, and anxiety in mathematics within a school year. The data were from a longitudinal study “Outcomes of teacher education”, funded by the Swiss National Science Foundation and based on 28 teachers and 509 primary school students. Teacher expectations were operationalized using the residual approach. Student mathematics achievement was assessed via a standardized mathematics test and their self-concept as well as their mathematics anxiety via a questionnaire. The multi-level structure was considered in the analyses, because the interclass-correlation of student mathematics achievement exceeded the critical value of 10%. The results showed that teacher expectations were positively related to student achievement as well as self-concept and negatively related to anxiety towards mathematics. The change in the explained variance was small (self-concept and anxiety) to large (achievement). The results extend findings on the expectation effect in the classroom, as they focus not only on student achievement but also on student beliefs and are discussed regarding their significance for academic success.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113098","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

Stronger teacher expectation effects on foreign language learning: Student perceptions of the classroom environment as moderators 教师期望对外语学习的影响:学生对课堂环境的感知是调节因素

2区心理学

Social Psychology of Education Pub Date : 2023-10-07 DOI: 10.1007/s11218-023-09849-0

Zheng Li, Christine Rubie-Davies, Zhuo Wu

引用次数: 0

Growth mindset and social comparison effects in a peer virtual learning environment 同伴虚拟学习环境中的成长心态与社会比较效应

2区心理学

Social Psychology of Education Pub Date : 2023-10-06 DOI: 10.1007/s11218-023-09850-7

Pamela Sheffler, Cecilia S. Cheung

引用次数: 0

How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence 别人怎么看我的团队?青少年对土耳其和德国裔学生学科相关德语和一般学校能力的元刻板印象

2区心理学

Social Psychology of Education Pub Date : 2023-10-06 DOI: 10.1007/s11218-023-09836-5

Jannika Haase, Elisabeth Höhne, Bettina Hannover, Nele McElvany, Lysann Zander

{"title":"How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence","authors":"Jannika Haase, Elisabeth Höhne, Bettina Hannover, Nele McElvany, Lysann Zander","doi":"10.1007/s11218-023-09836-5","DOIUrl":"https://doi.org/10.1007/s11218-023-09836-5","url":null,"abstract":"Abstract In Germany, Turkish-origin students face negative competence-related stereotypes held by different groups in society, including teachers at school. While a large body of research has examined stereotypes (i.e., other-stereotypes ) about immigrant students, little is known about their own competence-related meta-stereotypes , i.e., beliefs regarding the other-stereotypes that outgroup peers hold about them. The present study addresses this research gap by examining Turkish- and German-origin students’ meta-stereotypes about two dimensions of competencies not yet investigated, namely Turkish- and German-origin students’ subject-related German competence as well as their general school competence using a newly developed instrument combining verbal and non-verbal measures. These assessments are juxtaposed to the evaluations of a group of peers with other immigrant backgrounds (i.e., others’ meta-stereotypes ). In line with previous evidence, we found positive meta-stereotypes (as well as other- and others’ meta-stereotypes) towards German-origin students reported by all three groups. However, our study is the first that supports the existence of negative meta-stereotypes (as well as other- and others’ meta-stereotypes) towards Turkish-origin adolescents, again, among all participants. This pattern was particularly pronounced regarding the dimension of subject-related German competence. We discuss the findings’ potential relevance for students’ self-concepts and intergroup interactions in classrooms.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351176","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

Correction to: “Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes” 更正:“针对不同社会经济背景学生的需求支持教学差异及教师态度的作用”

2区心理学

Social Psychology of Education Pub Date : 2023-10-04 DOI: 10.1007/s11218-023-09847-2

Jonne Bloem, Barbara Flunger, Kim Stroet, Lisette Hornstra

引用次数: 0

Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy 教师自主学习的评估:连结专业能力、评估实践与判断准确性

2区心理学

Social Psychology of Education Pub Date : 2023-09-19 DOI: 10.1007/s11218-023-09845-4

Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner

{"title":"Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy","authors":"Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner","doi":"10.1007/s11218-023-09845-4","DOIUrl":"https://doi.org/10.1007/s11218-023-09845-4","url":null,"abstract":"Abstract Self-regulated learning (SRL) is crucial for successful lifelong learning and an important educational goal. For students to develop SRL skills, they need appropriate SRL support from teachers in the classroom. Teachers, who are aware of their students’ strengths and weaknesses in SRL, can promote SRL more adaptively. This requires teachers to assess students’ SRL skills accurately. However, there is little research on teachers’ diagnostic competences in SRL. To address this research gap, the present exploratory study investigates teachers’ content knowledge about SRL, assessment activities, and accuracy in judging their students’ SRL. Furthermore, the study examines whether teachers’ characteristics and competences in SRL are associated with the accuracy of their judgments. The study included 41 lower secondary school teachers and their 173 students. The students completed metacognitive knowledge tests on several SRL skills while the teachers made predictions about the students’ metacognitive knowledge of those SRL skills. The results indicate that not all teachers were familiar with the assessment of SRL. Moreover, teachers exhibited greater familiarity with offline assessments of SRL than online assessments and a noteworthy proportion of teachers employed assessment activities that were not diagnostic of SRL. Low correlations between students’ actual test scores and teachers’ judgments generally revealed low accuracy for teachers in assessing their students’ metacognitive knowledge of various SRL skills. Teachers’ characteristics and competences in SRL were mainly uncorrelated with their judgment accuracy. Overall, these results highlight the need for further attention and support for teachers in developing their diagnostic competences in SRL.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135061315","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

Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students 社会胜任力、课堂关系与学业投入:初中生潜在变化评分模型方法

2区心理学

Social Psychology of Education Pub Date : 2023-09-19 DOI: 10.1007/s11218-023-09841-8

Eli Vibeke Eriksen, Lene Vestad, Edvin Bru, Simona C. S. Caravita

{"title":"Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students","authors":"Eli Vibeke Eriksen, Lene Vestad, Edvin Bru, Simona C. S. Caravita","doi":"10.1007/s11218-023-09841-8","DOIUrl":"https://doi.org/10.1007/s11218-023-09841-8","url":null,"abstract":"Abstract This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students’ ( N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that individual changes in social competencies are related to individual changes in academic engagement partially via individual changes in classroom relationships was tested. The results indicated an average decline for all variables, particularly emotional engagement. Changes in social competencies were associated with changes in classroom relationships and indirectly with changes in academic engagement via changes in emotional support from teachers. A direct association was found between changes in social awareness and behavioral engagement. The findings reflect that the promotion of social competencies in lower secondary school may foster positive classroom relationships and academic engagement, mainly via perceived social awareness for behavioral engagement or via emotional support from teachers for both dimensions of academic engagement.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014749","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 associations of procrastination with preservice teachers’ stress and experiences during the COVID-19 pandemic: A three-wave longitudinal investigation COVID-19大流行期间，拖延与职前教师压力和经历的关系:一项三波纵向调查

2区心理学

Social Psychology of Education Pub Date : 2023-09-14 DOI: 10.1007/s11218-023-09844-5

Iris Yili Wang, Randolph C. H. Chan, Hui Wang

引用次数: 0

Self-regulation matters: Examining the relationship between classroom learning environments and student motivation through structural equation modeling 自我调节的重要性:透过结构方程模型检视课堂学习环境与学生动机的关系

2区心理学

Social Psychology of Education Pub Date : 2023-09-14 DOI: 10.1007/s11218-023-09827-6

Juan Cai, Koen Lombaerts

引用次数: 0

Correction to Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues 对教师疲劳的纠正:破坏性学生行为、职场欺凌受害者和同事社会支持的影响