Social Psychology of Education最新文献_第2页

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":"91 1","pages":""},"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

Determinants of academic achievement from the middle to secondary school education: A systematic review 初中至高中教育学业成绩的决定因素：系统回顾

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-07-22 DOI: 10.1007/s11218-024-09941-z

Ana Costa, Diana Moreira, Joana Casanova, Ângela Azevedo, Armanda Gonçalves, Íris Oliveira, Raquel Azevedo, Paulo C. Dias

{"title":"Determinants of academic achievement from the middle to secondary school education: A systematic review","authors":"Ana Costa, Diana Moreira, Joana Casanova, Ângela Azevedo, Armanda Gonçalves, Íris Oliveira, Raquel Azevedo, Paulo C. Dias","doi":"10.1007/s11218-024-09941-z","DOIUrl":"https://doi.org/10.1007/s11218-024-09941-z","url":null,"abstract":"Because it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies’ findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors—gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors—(a) Family—parental educational background; parenting practices and interactions; parental involvement and support; (b) School—school location; school conditions, responsiveness, and practices; (c) Peers—peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"41 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773304","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

Peer relationships and study wellbeing: upper secondary students’ experiences 同学关系与学习幸福：高中生的经验

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-07-22 DOI: 10.1007/s11218-024-09942-y

Lotta Tikkanen, Henrika Anttila, Sanna Ulmanen, Kirsi Pyhältö

{"title":"Peer relationships and study wellbeing: upper secondary students’ experiences","authors":"Lotta Tikkanen, Henrika Anttila, Sanna Ulmanen, Kirsi Pyhältö","doi":"10.1007/s11218-024-09942-y","DOIUrl":"https://doi.org/10.1007/s11218-024-09942-y","url":null,"abstract":"The role of peer relationships in a student’s study wellbeing has been emphasised in research. However, the development of functional relationships with peers in educational settings cannot be taken for granted. In this study, we aimed to understand the variations in upper secondary school students’ experiences of peer relationships in terms of sense of relatedness, cognitive and affective empathy skills and peer support for studying, and whether variation in these regards are related to study wellbeing. Two hundred and eighty Finnish upper secondary education students participated in the study. The data were analysed using latent profile analysis (LPA). Three distinct peer relationship profiles were detected among the students. Most of the students belonged to the functional peer relationship profile, while a minority belonged to either isolated or emotionally unrelated profiles. The students in the latter two profiles had a higher risk of experiencing challenges in study wellbeing in terms of reduced levels of study engagement and higher levels of study burnout symptoms. The findings imply that students in upper secondary education might need different kinds of support in building functional peer relationships. For example, some of them might benefit from learning empathy skills, while others might need support to meet their need for a sense of relatedness among peers.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"303 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773305","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

Self-doubt and self-regulation: A systematic literature review of the factors affecting academic cheating in online learning environments 自我怀疑与自我调节：影响在线学习环境中学术作弊因素的系统性文献综述

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-07-21 DOI: 10.1007/s11218-024-09939-7

Daniel Kangwa, Mgambi Msambwa Msafiri, Xiulan Wan, Antony Fute

{"title":"Self-doubt and self-regulation: A systematic literature review of the factors affecting academic cheating in online learning environments","authors":"Daniel Kangwa, Mgambi Msambwa Msafiri, Xiulan Wan, Antony Fute","doi":"10.1007/s11218-024-09939-7","DOIUrl":"https://doi.org/10.1007/s11218-024-09939-7","url":null,"abstract":"Online and computer-assisted learning have become widespread in the rapidly evolving education landscape. However, these learning modalities uniquely challenge academic integrity, escalating the potential for academic cheating. This systematic review used thematic and narrative syntheses to examine the relationships and the effects of self-doubt and self-regulation on academic cheating in online and computer-assisted learning environments. It involved a sample of 93 peer-reviewed empirical studies published between 1998 and 2023 across five electronic databases adhering to the principles of the PRISMA framework. Findings reveal that different emotional, motivational, and cognitive factors act as primary mediators, while the individual, situational, and environmental factors were significant moderators. These findings underscore the context-dependent and inconsistent effects of self-doubt and self-regulation on academic cheating. Notably, while self-doubt and self-regulation exert opposing influences on academic cheating, other factors, such as gender, culture, performance, feedback, peer pressure, and proctoring, significantly modify these effects. Hence, the relationship between self-doubt, self-regulation, and academic cheating in online and computer-aided learning is thus intricate and dynamic, depending upon various individual, situational, and contextual elements that shape students’ motivation, emotions, and cognition. Therefore, this study contributes to the broader discourse on online and computer-aided learning by offering strategies to prevent and reduce academic cheating. Recommendations include promoting self-regulation, reducing self-doubt, focusing on specific mediators and moderators, and utilizing different resources and techniques to measure and identify academic cheating. The results underline the importance of a concerted, multi-faceted approach to upholding academic integrity in the era of digital learning.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"12 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742565","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

Mission impossible? Identity based incompatibilities amongst academic job roles relate to wellbeing and turnover 不可能完成的任务？学术工作角色之间基于身份的不相容性与幸福感和离职率的关系

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-07-20 DOI: 10.1007/s11218-024-09890-7

Daniel Frings, Ian P. Albery, Kerry V. Wood

{"title":"Mission impossible? Identity based incompatibilities amongst academic job roles relate to wellbeing and turnover","authors":"Daniel Frings, Ian P. Albery, Kerry V. Wood","doi":"10.1007/s11218-024-09890-7","DOIUrl":"https://doi.org/10.1007/s11218-024-09890-7","url":null,"abstract":"Academic staff experience high levels of work-related stress and poor mental health. As a result, many institutions face high staff turnover. These outcomes may be driven by complex and, at times, apparently oppositional objectives academics need to meet around research and teaching. These factors may present both practical and social identity-based incompatibilities. The current study tested the role of these incompatibilities upon mental well-being and turnover. A sample of 141 UK resident academics completed scales measuring levels of social identification with being an academic, an educator and a researcher, identity based and practical incompatibility, mental health, experience of the workplace and turnover intention. No direct links were found between practical incompatibility and outcomes. However, higher identity incompatibility was related to poorer mental health. Identity incompatibility was also related to turnover intention, mediated by both mental health and workplace experience. Contrary to predictions, these effects were not moderated by identity difference or identity strength. The current findings present evidence that role-based incompatibilities have both practical and identity-based foundations and highlight important caveats to the benefits of multiple identities on well-being observed in other domains. The findings also suggest practical steps through which complex occupational roles can be best structured to improve mental health and reduce turnover.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"24 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742566","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

Training design for social inclusion: The impact of sociodemographic factors on immigrant learners in Dutch adult education programs 社会包容的培训设计：社会人口因素对荷兰成人教育项目中移民学员的影响

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-07-13 DOI: 10.1007/s11218-024-09936-w

Francesco Bolzonella, Maurice de Greef, Mien Segers

{"title":"Training design for social inclusion: The impact of sociodemographic factors on immigrant learners in Dutch adult education programs","authors":"Francesco Bolzonella, Maurice de Greef, Mien Segers","doi":"10.1007/s11218-024-09936-w","DOIUrl":"https://doi.org/10.1007/s11218-024-09936-w","url":null,"abstract":"This study explores the impact of adult basic education programs aimed at enhancing social inclusion for immigrant learners in the Netherlands. Basic literacy skills are vital for performing everyday tasks and building human capital, which in turn facilitates employment and skill acquisition. Low adult literacy is often associated with social exclusion and poverty, which can have detrimental effects on mental health and further reinforce marginalization. We analyzed two adult education programs (N = 171) conducted in 2019, within the context of lifelong learning policies designed to support adults with low literacy skills. Our findings confirm the positive effects of these educational programs on social inclusion outcomes. Through logistic regression and moderation analyses, we examined how participants’ sociodemographic backgrounds influenced their social inclusion outcomes following the program. Key pre-training conditions, such as prior education and employment status, influenced how participants engaged with a positively perceived learning environment. Assertiveness emerged as a significant outcome, affecting changes across various aspects of social inclusion. These results suggest that acquiring new skills empowers participants to reshape their self-perceived literacy identity. This study adds to the body of literature on adult education by emphasizing the importance of training design and sociodemographic factors in fostering social inclusion for immigrant learners.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"23 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614170","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

Newly qualified teachers in the eyes of principals: Moving beyond deficit perspectives 校长眼中的新合格教师：超越赤字观点

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-07-02 DOI: 10.1007/s11218-024-09930-2

Adrian Lundberg, Philippe Collberg, Christina Lindh

{"title":"Newly qualified teachers in the eyes of principals: Moving beyond deficit perspectives","authors":"Adrian Lundberg, Philippe Collberg, Christina Lindh","doi":"10.1007/s11218-024-09930-2","DOIUrl":"https://doi.org/10.1007/s11218-024-09930-2","url":null,"abstract":"Feelings of shock, a difficult professional socialization process and unrealistic expectations create a challenging career entry phase for teachers. Too many newly qualified teachers feel stressed and leave the profession early, leading to a lingering teacher shortage. Much research in the field and many well-meant support interventions follow a deficit perspective and overlook newly qualified teachers’ potential for school development. This study aimed to better understand how school principals, a crucial but comparatively under-researched stakeholder group, characterize newly qualified teachers’ competences. Q methodology was selected to holistically study the views of 24 principals of compulsory schools in Southern Sweden without imposing any potentially deficit-oriented categories. Following standard protocol and enriched with interviews, four distinct factors were identified and qualitatively interpreted. Results show that newly qualified teachers are perceived as confident and well-prepared concerning pedagogical and didactical aspects of their profession. Regarding the use of digital tools, they are regarded as assets for school development, while diversity management and relationship-building emerged as areas of improvement. Based on our findings, we argue for more practical elements during campus-based pre-service teacher education and an intensified focus on reflective teacher identity development. Teachers’ career entry phase should be treated as a specific area of in-service teachers’ professional development at teacher education institutions, where a strengthened cooperation with employing schools will be particularly important. We expect these adaptations to enhance the effectiveness and efficiency of support matters and provide future avenues that acknowledge newly qualified teachers’ expertise.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"26 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511986","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

When boys and girls make their first career decisions: Exploring the role of gender and field in high school major choice 当男孩和女孩做出第一个职业决定时：探索性别和领域在高中专业选择中的作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-07-02 DOI: 10.1007/s11218-024-09933-z

Ortal Slobodin, Tzvia Samuha, Adi Hannona-Saban, Idit Katz

{"title":"When boys and girls make their first career decisions: Exploring the role of gender and field in high school major choice","authors":"Ortal Slobodin, Tzvia Samuha, Adi Hannona-Saban, Idit Katz","doi":"10.1007/s11218-024-09933-z","DOIUrl":"https://doi.org/10.1007/s11218-024-09933-z","url":null,"abstract":"Although choosing a high school major is often adolescents’ first significant career decision, little is known about the factors that enable adolescents to choose a high school major autonomously (i.e., a major that reflects their values and preferences) or the familial and individual constellations that affect this decision. The current study examined the mediating role of adolescents’ identity processing style in the association between perceived parental need support and adolescents’ level of autonomous motivation when choosing their high school major. Second, we examined whether these proposed relationships differed for gender-stereotyped and non-stereotyped fields. The sample was composed of 571 9th -grade students (296 boys) who self-reported their perceived parental need support, motivation for choosing a high school major, identity processing style, and their preference for a high school major. Results showed that an informative identity style mediated the relationship between parental need support and adolescents’ autonomous motivation. Gender played a moderating role in this relationship so boys’ autonomous motivation for choosing a non-STEM major was more strongly linked to parental support than girls’ motivation to make a similar choice. In contrast, girls’ autonomous motivation for choosing a STEM major was more strongly related to the provision of parental support than boys. These findings emphasize the importance of nuanced parental need-support considering the students’ gender and major (STEM vs. non-STEM) and the need to promote self-exploration when deciding on a high school major.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"100 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511985","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

Sense of belonging among refugee students in Costa Rican classrooms 哥斯达黎加课堂上难民学生的归属感

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-06-27 DOI: 10.1007/s11218-024-09932-0

Karien van Korlaar, Koen Voorend

引用次数: 0

The benefits of common inclusive identities for adolescent bystanders’ intentions to help homophobic bullying victims 共同的包容性身份对青少年旁观者帮助同性恋欺凌受害者意愿的益处

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-06-26 DOI: 10.1007/s11218-024-09934-y

Raquel António, Rita Guerra, Carla Moleiro

引用次数: 0