Social Psychology of Education最新文献_第2页

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

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":"5 1","pages":""},"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":"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