Social Psychology of Education最新文献_第4页

“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

Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity 从教师的自我效能感、合作感和团队相似性解释教师对团队教学的态度

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-04-27 DOI: 10.1007/s11218-024-09916-0

Dries De Weerdt, Mathea Simons, Elke Struyf

{"title":"Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity","authors":"Dries De Weerdt, Mathea Simons, Elke Struyf","doi":"10.1007/s11218-024-09916-0","DOIUrl":"https://doi.org/10.1007/s11218-024-09916-0","url":null,"abstract":"Team teaching is a popular and intense form of teacher collaboration with several advantages for both students and teachers. To successfully implement team-based practices such as team teaching, previous studies highlight the pivotal role of teachers’ attitudes, which are subject to several personal and interpersonal processes. Stakeholders willing to implement team teaching require a deep understanding of teachers’ attitudes toward the practice and their relation to prominent (inter)personal variables in teacher collaboration research. To date, however, little quantitative research exists on teachers’ attitudes toward team teaching and even less on factors that may explain these attitudes. Therefore, the aim of this study is to explore how teachers value the implementation of team teaching in their teaching practices and to what extent prominent (inter)personal variables such as teachers’ self-efficacy, perceived collaboration, and team similarity are associated with these attitudes. The empirical data were collected through a cross-sectional survey (N = 555) conducted in Flanders (Belgium). The findings showed that teachers had a positive overall attitude toward team teaching, but this was not always strongly expressed. In particular, teachers’ attitudes toward enhancing the learning gains of students through team teaching were fairly neutral. Nonetheless, based on structural equation modeling, a proposed hypothetical model wherein self-efficacy beliefs, perceived collaboration, and team similarity were positively associated with teachers’ attitudes toward team teaching showed adequate predictive validity. Furthermore, all three of the studied factors had a significant effect on teachers’ attitudes, with teachers’ self-efficacy exerting the strongest effect.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"73 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140809308","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

Classroom-level adversity, instructional clarity and student outcomes: A multilevel mediation model based on TIMSS 2019 课堂逆境、教学清晰度和学生成绩：基于 TIMSS 2019 的多层次调解模型

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-04-27 DOI: 10.1007/s11218-024-09918-y

Chunlei Gao, Jiawen Lv

引用次数: 0

The structure of psychosocial factors in academic success: A gaussian graphical model approach 学业成功的社会心理因素结构：高斯图模型方法

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-04-23 DOI: 10.1007/s11218-024-09917-z

Manyu Li, Taylar Johnson, Ayodeji Solomon Adegoke

{"title":"The structure of psychosocial factors in academic success: A gaussian graphical model approach","authors":"Manyu Li, Taylar Johnson, Ayodeji Solomon Adegoke","doi":"10.1007/s11218-024-09917-z","DOIUrl":"https://doi.org/10.1007/s11218-024-09917-z","url":null,"abstract":"Past research identified various psychosocial indicators of college students’ academic success. Using the affordance ecology framework, the present study explored the complex relations among different psychosocial indicators with a Bayesian Gaussian Graphical Model approach. Specifically, this study aims to uncover the general patterns of the psychosocial indicators, central variables, and the network centrality indices (network betweenness, closeness, and strength). The final sample consisted of 997 college students. Results showed that after accounting for the complex covariances of all indicators, sense of belonging, having the highest strength, was one of the most central factors in the network of psychosocial indicators and demonstrated a strong direct link to the rest of the psychosocial indicators. Variables relating to the family background and socioeconomic status, including perceived parental support, perceived family social status, and perceived personal financial situation, demonstrated high betweenness and closeness in the network. Implications for higher education research on the psychosocial experiences of students were discussed.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"35 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140798746","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

Has COVID-19 changed pre-service teachers perceptions of the profession? Yes, but not necessarily in bad ways COVID-19 是否改变了职前教师对教师职业的看法？有，但不一定是坏事

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-04-05 DOI: 10.1007/s11218-024-09912-4

Kendra Wells, Lia M. Daniels

{"title":"Has COVID-19 changed pre-service teachers perceptions of the profession? Yes, but not necessarily in bad ways","authors":"Kendra Wells, Lia M. Daniels","doi":"10.1007/s11218-024-09912-4","DOIUrl":"https://doi.org/10.1007/s11218-024-09912-4","url":null,"abstract":"The teaching profession profoundly changed during the COVID-19 pandemic. Whether these changes were for the better or worse depends on individual teachers’ perceptions. Pre-service teachers watched from the sidelines and their perceptions of the profession changed too, potentially implicating future career outcomes including career commitment, value of belongingness, teaching efficacy, and career anxiety. We used a person-centred analysis to cluster pre-service teachers (n = 146) based on their perceptions of changes to job demands and returns during the pandemic using the Factors Influencing Teaching Choice Scale. Three clusters emerged: a Neutral Group, a Valued Group, and a Busy Group. We used ANOVA to determine mean level differences between these groups on our career outcome variables. Significant mean differences emerged only for the value of belongingness and career anxiety variables. There were no significant differences between clusters on the commitment, right career decision, and efficacy variables, which is encouraging from a teacher retention perspective. Pre-service teachers generally remained committed to the teaching profession with the same career plans that they had pre-pandemic. We discuss the implications of this study for teacher education programs, policy, and research.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"38 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573473","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

Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school 关于成绩和基于能力的评价的讨论：探索意大利一所高中的交际和情景意义

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-04-05 DOI: 10.1007/s11218-024-09911-5

Sara Costa, Laura Soledad Norton, Sabine Pirchio

{"title":"Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school","authors":"Sara Costa, Laura Soledad Norton, Sabine Pirchio","doi":"10.1007/s11218-024-09911-5","DOIUrl":"https://doi.org/10.1007/s11218-024-09911-5","url":null,"abstract":"Grades are the universal tool for measuring students’ performance at school. However, other competency-based evaluation methods have shown to have a stronger impact on the learning quality. We investigated how different methods are collectively represented and discursively constructed among students at an Italian high school class. Thematic analysis was applied to 4 focus groups of about one hour conducted with 18 students (F = 12, M = 6) attending the second year of a scientific high school, at the end of the second year of “At School Beyond the Grade” project. The main themes emerged were linked to the cultural and communicational meanings constructed around each method, showing how they are used for different purposes and yet stay strictly related. Comments were used in a self-reflective manner to improve learning competencies individually. Grades were used to communicate with others their position as a socially shared code. The emerged narratives show the students’ expectations about the way teachers manage evaluation tools and their struggles on translating one into the other. Considerations on the shared ideal of both methods as complementary were discussed in terms of intercultural, identity and learning process.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"7 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573458","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

Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context 尊师重教对学生有利还是有害？儒家文化背景下尊师重教的双重维度对师生关系和学业参与度的预测效应

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-04-05 DOI: 10.1007/s11218-024-09905-3

Chin-Lung Chien, Shih-Chi Hsu, Tzu-Hsiang Lin

{"title":"Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context","authors":"Chin-Lung Chien, Shih-Chi Hsu, Tzu-Hsiang Lin","doi":"10.1007/s11218-024-09905-3","DOIUrl":"https://doi.org/10.1007/s11218-024-09905-3","url":null,"abstract":"Respect for teachers is a globally recognized educational issue. Compared with Western “equality-based” respect, the traditional Confucian “respect for teachers” is a kind of “hierarchical” or “reverential” respect. In the past, respect for teachers was an unquestioned ethical value in Confucian cultural contexts, and was considered beneficial for students. However, respect for teachers has been criticized as a symbol of authority and detrimental to learning and teacher-student relationships nowadays. To resolve the “controversy regarding respect for teachers,” we used the conceptual framework of respect for teachers to investigate the predictive effects of respect-for-teachers’ dual dimensions on teacher-student relationship and students’ academic engagement. In Study 1, a scale for respect-for-teachers was developed. Two factors, reverence for teachers (RFT) and fear of teachers (FOT) were obtained, through exploratory and confirmatory factor analysis. Study 1 (a cross-sectional design) also shows that RFT is positively associated with good teacher-student relationships and students’ academic engagement, while FOT is negatively associated these outcomes. Study 2 (a two-wave longitudinal design) reveals that controlling for social desirability, RFT at time 1 has a positive relationship with good teacher-student relationships and academic engagement at time 2, while FOT at time 1 has a negative relationship with good teacher-student relationships and academic engagement at time 2. Overall, this paper provides a solution to the “controversy regarding respect for teachers,” that is, whether respect for teachers is beneficial or harmful depends on its dimensions. This paper also contributes to a broader understanding of the concept of “respect” and offers insights into educational issues within East Asia and across different cultures.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"41 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573456","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