Social Psychology of Education最新文献_第3页

Egalitarian gender role attitudes give girls the edge: Exploring the role of students’ gender role attitudes in reading and math 平等的性别角色态度让女孩更具优势：探索学生的性别角色态度在阅读和数学中的作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-06-25 DOI: 10.1007/s11218-024-09913-3

Tatjana Taraszow, Sarah Gentrup, Birgit Heppt

{"title":"Egalitarian gender role attitudes give girls the edge: Exploring the role of students’ gender role attitudes in reading and math","authors":"Tatjana Taraszow, Sarah Gentrup, Birgit Heppt","doi":"10.1007/s11218-024-09913-3","DOIUrl":"https://doi.org/10.1007/s11218-024-09913-3","url":null,"abstract":"Gender differences in reading and math have been reported for many years. Girls outperform boys in reading (representing a school domain stereotyped as female); boys often perform slightly better in math (a stereotypical male domain). Research has so far investigated the contribution of domain-specific academic self-concepts and interests as well as gender stereotypes to these gender differences. Students’ gender role attitudes (GRAs) and their relation with gender disparities in school performance, however, have been studied little. This study examines if students’ GRAs contribute to explaining boys’ higher math achievement and girls’ higher reading achievement. Using PISA-2009 data from Germany, the sample included 9,460 grade nine students (49.70% girls; Mage = 15.61 years). Regression analyses revealed that egalitarian GRAs are beneficial for all students. Still more so for girls, egalitarian GRAs help girls perform particularly well in reading and compensate for possible disadvantages in math. In reading, girls with egalitarian GRAs reached higher performance scores than boys with egalitarian GRAs. In math, girls with egalitarian GRAs scored nearly as high as boys with egalitarian GRAs. Boys also benefited from egalitarian GRAs, although not as much as girls. Although gender disparities in reading and math achievement were explained only partly by students’ GRAs, supporting boys and girls in endorsing egalitarian GRAs is worthwhile as they may help to increase societal gender equality more broadly.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"29 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511989","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

Grade 12 students’ perceptions of educational tracks in Flanders 12 年级学生对佛兰德斯教育轨道的看法

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-06-20 DOI: 10.1007/s11218-024-09901-7

Margo Vandenbroeck, Jonas Dockx, Rianne Janssen

{"title":"Grade 12 students’ perceptions of educational tracks in Flanders","authors":"Margo Vandenbroeck, Jonas Dockx, Rianne Janssen","doi":"10.1007/s11218-024-09901-7","DOIUrl":"https://doi.org/10.1007/s11218-024-09901-7","url":null,"abstract":"The stereotype content model (SCM) describes that groups of people are mainly appraised according to two dimensions: warmth and competence. The present study’s aim was to investigate possible stereotyped perceptions held by Grade 12 students in Flanders (the northern part of Belgium) of students in the three major educational tracks. They were asked for ingroup and outgroup evaluations, both in general and for different personality traits. As expected, evidence was found for ingroup favouritism, meaning that respondents rated students from their own educational track more positively compared to students in other educational tracks. The status hierarchy between educational tracks in Flanders was reflected in the judgements of respondents from the general track and respondents from the technical track. Respondents from the vocational track showed a reverse pattern, which can be explained by social identity theory and an anti-school culture in vocational education. Finally, for positively formulated personality traits, the warmth-competence dimensionality of the judgements was confirmed together with the compensation hypothesis of the SCM, stating that lower ratings on warmth covary with higher ratings on competence (and vice versa).","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"207 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511991","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 empathy in support for inclusive education 换位思考在支持全纳教育中的作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-06-17 DOI: 10.1007/s11218-024-09928-w

Aleš Kudrnáč, Ákos Bocskor, Radka Hanzlová

{"title":"The role of empathy in support for inclusive education","authors":"Aleš Kudrnáč, Ákos Bocskor, Radka Hanzlová","doi":"10.1007/s11218-024-09928-w","DOIUrl":"https://doi.org/10.1007/s11218-024-09928-w","url":null,"abstract":"According to UNESCO, educating all children in the same classrooms, with adequate support and taking into consideration their different needs, provides benefits for everyone. However, public opinion about inclusive education is rarely uniform and often unsupportive. While public support for placing pupils with special needs in regular classes is crucial for both legislation and the implementation of effective inclusive practices, knowledge about the predictors of this support is limited. Additionally, we know relatively little about how support for inclusion varies depending on the type of disadvantage. In this study, we examine the role of different empathy-related processes (perspective taking, empathic concern, personal distress) in public support for the inclusion of six different groups involving pupils disadvantaged by their social background, physical disabilities, and intellectual disabilities. Using data from a Czech nationally representative survey (2022), and multilevel ordinal logistic models, we found differences in the effects of empathy on the support for inclusion depending on the type of pupils’ disadvantage. While perspective taking is not associated with support for any group, and personal distress lowers the support for inclusion, individuals with higher levels of empathic concern are more supportive of inclusion regardless of the type of disadvantage. Furthermore, we found that extended contact with a disadvantaged child increases support for inclusion.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511990","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

Teacher evaluations of interethnic bullying of an Arab student: The role of perceiving refugees as a threat or benefit 教师对一名阿拉伯学生遭受种族间欺凌的评价：将难民视为威胁或利益的作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-06-05 DOI: 10.1007/s11218-024-09910-6

Lenka Kollerová, Petr Soukup, Dagmar Strohmeier, Simona C. S. Caravita, Melanie Killen

{"title":"Teacher evaluations of interethnic bullying of an Arab student: The role of perceiving refugees as a threat or benefit","authors":"Lenka Kollerová, Petr Soukup, Dagmar Strohmeier, Simona C. S. Caravita, Melanie Killen","doi":"10.1007/s11218-024-09910-6","DOIUrl":"https://doi.org/10.1007/s11218-024-09910-6","url":null,"abstract":"Interethnic bullying that targets ethnic minority students has serious consequences for the lives of victimized students. Teachers’ evaluations of the bullying are critical because teacher intervention can stop bullying and improve the adjustment of victimized students. Because the literature has documented partially overlapping biases against people of Arab ethnicity and people with refugee backgrounds, this study investigated whether teachers’ attitudes toward refugees play a role in their evaluations of the interethnic bullying of an Arab student. Teachers (n = 373; 77% female) who participated in the study filled the Threats–Benefits Inventory (TBI) that measured two types of attitudes toward refugees (perceiving refugees as a threat and perceiving refugees as a benefit) and evaluated a hypothetical vignette of interethnic bullying targeted at an Arab student. SEM analysis, controlling for gender, age, and contact with refugees, indicated that teachers’ attitudes toward refugees were not associated with their perceptions of the interethnic bullying as wrong or with their willingness to intervene. However, viewing refugees as a source of high threat or low benefit was consistently associated with lower recognition of the negative outcomes of the interethnic bullying. Moreover, a greater willingness to intervene positively associated with female gender and increasing age. The study suggests that teachers’ attitudes toward refugees may contribute to underestimating negative outcomes of interethnic bullying among students. To foster appropriate evaluations of interethnic bullying, teacher education should aim to promote understanding of different marginalized groups and to reduce biases against people with refugee backgrounds.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"32 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141257382","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

Student–teacher gender congruence and student performance: The role of context 师生性别一致与学生成绩：环境的作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-06-03 DOI: 10.1007/s11218-024-09922-2

Laura Doornkamp, Frank Doornkamp, Lotte D. Van der Pol, Sandra Groeneveld, Judi Mesman, Marleen G. Groeneveld

{"title":"Student–teacher gender congruence and student performance: The role of context","authors":"Laura Doornkamp, Frank Doornkamp, Lotte D. Van der Pol, Sandra Groeneveld, Judi Mesman, Marleen G. Groeneveld","doi":"10.1007/s11218-024-09922-2","DOIUrl":"https://doi.org/10.1007/s11218-024-09922-2","url":null,"abstract":"Student–teacher gender congruence is suggested to be related to increased student performance, but little is known about the contexts in which these effects occur. Based on literature on gender stereotypes this study hypothesizes different effects of student–teacher gender congruence for male and female students across school subjects and in different educational contexts. Using administrative data of secondary schools in The Netherlands (N > 50,000), this study examined to what extent student–teacher gender congruence is associated with male and female students’ performance in the subjects math, physics, Dutch language, and French language. Further this study explored the role of students’ educational level, schools’ religiousness, and schools’ location in these relations. As expected, we found that gender congruence was positively related to female students’ performance in math and physics and to male students’ performance in Dutch language and French language. However, the role of educational context differed for male and female students across subjects and lacked a clear pattern that corresponded to the gender stereotypes hypotheses. This study emphasizes that effects of student–teacher gender congruence can differ in magnitude and direction in different contexts, encouraging future research to use qualitative methods to examine how context influences the role of gender in education.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"32 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141257582","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 values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context 价值观与高中学生成绩的关系：在学校环境中整合关于价值信仰的跨学科观点

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-05-29 DOI: 10.1007/s11218-024-09906-2

Jennifer Meyer, Jan Scharf, Martin Daumiller, Nicolas Hübner

{"title":"How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context","authors":"Jennifer Meyer, Jan Scharf, Martin Daumiller, Nicolas Hübner","doi":"10.1007/s11218-024-09906-2","DOIUrl":"https://doi.org/10.1007/s11218-024-09906-2","url":null,"abstract":"Educational research often refers to the subjective values assigned to aspects of education. Theoretical frameworks from the related disciplines of psychology and sociology applied to the context of education aim to better describe why some students are more motivated in school than others to understand differences in academic outcomes. In the current study, we followed an interdisciplinary approach that aimed to integrate psychological views regarding domain-specific value beliefs (i.e., intrinsic, attainment, utility, cost) and sociological views regarding domain-general values of education (i.e., stimulation, comfort, status, behavioral confirmation) and to investigate how they relate to academic success in upper secondary education. In a sample of 3,775 upper secondary school students in Germany, we found evidence that combining the two perspectives had incremental effects when predicting domain-specific achievement and GPA. We discuss how integrating interdisciplinary theoretical perspectives could foster communication between scientific disciplines and benefit future research in the field of motivation.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"12 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193659","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

“Zero interaction”, ignoring and acts of omission in the school ecology: Peer ostracism from the perspective of involved adolescents 学校生态中的 "零互动"、忽视和不作为：从涉世未深的青少年角度看同伴排斥问题

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-05-26 DOI: 10.1007/s11218-024-09926-y

Agnieszka Konieczna

{"title":"“Zero interaction”, ignoring and acts of omission in the school ecology: Peer ostracism from the perspective of involved adolescents","authors":"Agnieszka Konieczna","doi":"10.1007/s11218-024-09926-y","DOIUrl":"https://doi.org/10.1007/s11218-024-09926-y","url":null,"abstract":"This study focuses on one type of excluding and isolating behaviour, the essence of which is the breakup of social interactions with a group member, which falls within the commonly accepted definition of ostracism. Based on interviews with 29 adolescents aged 12–18 (including 15 girls and 14 boys, all of whom were students in public schools without migrant backgrounds), an analysis of the content and typology of peer ostracism in school classrooms was conducted, emphasizing the perspective of those directly involved in the ostracism, i.e., the perpetrators. Three main dimensions and behavioural aspects related to ostracism emerged from the data: “Avoidance (Zero Interaction)”, “Expulsion from Group” and “Complete Ostracism”. The results indicate that the identified forms of ostracism rarely occur in a pure form, and are most often carried out in combination with non-verbal acts of overt exclusion. Furthermore, peer ostracism in group-class communities, which is consensual and chronic in nature, may reflect a distinct variant that qualifies for independent study. The paper also discusses directions for future research and actions to improve the social classroom environment.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"14 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141150278","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

Achievement goals, self-efficacy, and psychological flexibility as antecedent of study engagement 成就目标、自我效能感和心理弹性是学习投入的前因

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-05-13 DOI: 10.1007/s11218-024-09921-3

Marie-Amélie Martinie, Rebecca Shankland

引用次数: 0

The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress 教师自主支持与青少年心理健康和学业压力的发展轨迹

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-05-09 DOI: 10.1007/s11218-024-09923-1

Sara Madeleine Kristensen, Lucas Matias Jeno

{"title":"The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress","authors":"Sara Madeleine Kristensen, Lucas Matias Jeno","doi":"10.1007/s11218-024-09923-1","DOIUrl":"https://doi.org/10.1007/s11218-024-09923-1","url":null,"abstract":"This study investigated the developmental impact of teacher autonomy support on changes in students’ mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline Mage = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education. Academic stress, on the other hand, increased during this period. Findings from the parallel process latent growth curve model indicated that the initial status and change in teacher autonomy support were positively and negatively related to the initial levels and trajectories of mental well-being and academic stress, respectively. Girls experienced a higher level of academic stress and lower mental well-being and teacher autonomy support at the beginning of upper secondary school. Students with a higher socioeconomic status reported higher initial mental well-being and teacher autonomy support than others but also a more rapid decline in teacher autonomy support throughout upper secondary school. This study provides new insights into academic, psychological, and affective processes and their interrelationships during upper secondary school.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"29 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940114","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

Investigating preservice teachers’ attitudes toward lesbian, gay, and bisexual students in Luxembourg 调查卢森堡职前教师对女同性恋、男同性恋和双性恋学生的态度

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-04-30 DOI: 10.1007/s11218-024-09914-2

Dario Galano, Axel Grund, Valentin Emslander

{"title":"Investigating preservice teachers’ attitudes toward lesbian, gay, and bisexual students in Luxembourg","authors":"Dario Galano, Axel Grund, Valentin Emslander","doi":"10.1007/s11218-024-09914-2","DOIUrl":"https://doi.org/10.1007/s11218-024-09914-2","url":null,"abstract":"Lesbian, gay, and bisexual (LGB) students face victimization in multiple contexts, including the educational context. Here, teachers can serve as an important resource for LGB students. However, teachers who are prejudiced against students from sexual minorities might not be able to fulfill this role. Accordingly, it is important to find out more about teachers' attitudes and their correlates, as such information can provide starting points for sensitization interventions in teacher education programs, which have the potential to improve the situation of LGB students in the school setting. In the present preregistered questionnaire study, we investigated the attitudes of 138 preservice teachers from the University of Luxembourg toward LGB students and tried to identify predictors of teachers’ attitudes. Results suggested that Luxembourgish preservice teachers hold mostly positive attitudes toward LGB students. Using correlation and multiple regression analyses, we identified the frequency of participants’ contact with LGB people in family or friend networks, hypergendering tendencies, sexual orientation, and religiosity as reliable predictors of attitudes toward LGB students. Age, gender, and right-wing conservatism did not reliably predict preservice teachers’ attitudes in the regression models. Our findings thus offer support for intergroup contact theory and have implications for teacher education in Luxembourg.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"105 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140839195","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