Social Psychology of Education最新文献_第6页

Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM 在科技、工程和数学领域竞争激烈的工作环境中，初级研究人员对日常反馈的怀疑和能力不确定性

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-02-26 DOI: 10.1007/s11218-024-09898-z

Iris Meinderts, Jenny Veldman, Colette Van Laar

{"title":"Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM","authors":"Iris Meinderts, Jenny Veldman, Colette Van Laar","doi":"10.1007/s11218-024-09898-z","DOIUrl":"https://doi.org/10.1007/s11218-024-09898-z","url":null,"abstract":"Having a clear and stable sense of how one performs in a field is a key contributor to goal pursuit. Performance feedback is often considered a crucial resource for developing this clear and stable self-knowledge but may be less optimally integrated when feedback is considered inaccurate or dishonest. The current paper investigates how such feedback perceptions may limit the development of people’s ability self-concept, and how workplace contexts can restrict communication. A 2-week daily diary study among 197 junior researchers working in STEM-fields (N = 1,353 data points) showed that those in more competitive (vs. more collaborative) work environments overall perceived feedback as more inaccurate and dishonest (but not as more positively inflated). These results did not differ for men and women, showing that both face negative consequences of working in a more competitive context in terms of their ability to get high-quality feedback. On the daily level, results showed that days on which people received more inaccurate and dishonest (but not positively inflated) feedback were also days on which they reported higher imposter feelings, and lower ability self-esteem, self-concept clarity, and self-concept stability. In turn, days on which people felt more like an imposter and reported lower ability self-esteem, self-concept clarity, and self-concept stability, were also days on which motivation was lower. Ability self-esteem and self-concept clarity (but not imposter feelings and self-concept stability) were also related to lower daily risk-taking tendencies. Together, these results show that an important contextual factor– the perceived competitiveness of one’s work environment - influences feedback inaccuracy and dishonesty, with consequences for the ability to develop a clear, stable and certain ability self-concept.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"2015 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139969068","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

Can I change my popularity? Examining the constructs of self-efficacy and mindset for popularity 我能改变我的受欢迎程度吗？研究自我效能感和受欢迎程度的心态结构

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-02-22 DOI: 10.1007/s11218-024-09889-0

Martin H. Jones, Katja Košir

{"title":"Can I change my popularity? Examining the constructs of self-efficacy and mindset for popularity","authors":"Martin H. Jones, Katja Košir","doi":"10.1007/s11218-024-09889-0","DOIUrl":"https://doi.org/10.1007/s11218-024-09889-0","url":null,"abstract":"The multifaceted nature of peer social status entails personal benefits and potential detrimental effects that are particularly relevant to adolescents, as they place a higher emphasis on popularity and being well-liked compared to other stages of development. The study examined adolescents' motivational constructs related to gaining or changing popularity and likeability and their associations with other social status factors on a sample of 280 secondary school students from a single urban school. It aimed to establish and examine the psychometric properties of four popularity motivation scales (self-efficacy and mindset for popularity and likability), investigate their construct validity, and explore their relationship with participants' social status goals and self-beliefs. The study's results confirmed the existence of four distinct motivational dimensions related to popularity that were found to correspond with various social status goals and self-beliefs, suggesting that adolescents hold motivations for changing their popularity and likability that might align with other social status factors. In addition, the study found that mindset for popularity and likability had limited associations with other social status self-beliefs, indicating that the belief in the capacity to change one's popularity and likability may have a smaller impact on overall perceptions of social status compared to self-efficacy.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"184 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948077","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

Antecedents of school burnout: A longitudinal mediation study 学校职业倦怠的前因：纵向调解研究

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-02-02 DOI: 10.1007/s11218-024-09887-2

Serkan Cengiz, Adem Peker

引用次数: 0

Self-efficacy and attitudes associate with undergraduates’ library research intentions: A theoretically-grounded investigation 自我效能感和态度与大学生的图书馆研究意向有关：基于理论的调查

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-01-16 DOI: 10.1007/s11218-023-09884-x

Alex Pfundt, Laurel M. Peterson

{"title":"Self-efficacy and attitudes associate with undergraduates’ library research intentions: A theoretically-grounded investigation","authors":"Alex Pfundt, Laurel M. Peterson","doi":"10.1007/s11218-023-09884-x","DOIUrl":"https://doi.org/10.1007/s11218-023-09884-x","url":null,"abstract":"Undergraduates’ use of academic libraries is associated with academic achievement, but library research resources are underutilized, and little is known about what factors contribute to students’ use of these resources. A random sample of undergraduate students from a historically women’s college in the United States (N = 207; 59.2% white; 87.7% female or transfemale, 5.9% gender queer, 5.9% gender non-conforming, and 0.5% other gender) reported on their information literacy self-efficacy, attitudes toward research in undergraduate courses, and behavioral intentions to engage with library resources and services using an anonymous online questionnaire. Controlling for past library research and class year, results indicated that self-efficacy and positive research disposition were associated with greater library research intentions (βs ≥ 0.246, ps ≤ 0.005), with positive disposition related to intentions most strongly among students of underrepresented racial and ethnic identities (b = 0.4817, p <.0001). Surprisingly, greater research anxiety was associated with greater library research intentions (β = 0.345, p =.005), and no significant relation emerged for perceived usefulness (p ≥.05). Self-efficacy is an important factor in library research intentions, and attitudes should be assessed multidimensionally as they relate to library research intentions in different ways. Future research should apply these findings to library instruction and research methods course design to enhance student self-efficacy, encourage library use, and promote success in undergraduate learning.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"83 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139475493","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

Quality and quantity: How contexts influence the emergence of teacher bias 质量与数量：环境如何影响教师偏见的产生

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-01-06 DOI: 10.1007/s11218-023-09882-z

{"title":"Quality and quantity: How contexts influence the emergence of teacher bias","authors":"","doi":"10.1007/s11218-023-09882-z","DOIUrl":"https://doi.org/10.1007/s11218-023-09882-z","url":null,"abstract":"<h3>Abstract</h3> A growing body of research has demonstrated that teachers’ judgements may be biased by the demographics and characteristics of the students they teach. However, less work has investigated the contexts in which teachers may be most vulnerable to bias. In two pre-registered experimental studies we explored whether the quality of students’ work, and the cognitive load placed on the grader, would influence the emergence of biases relating to socioeconomic status (SES) and ethnicity. In Study 1, teachers (N = 397) graded work of either high or low quality that had ostensibly been written by a student who varied in terms of SES and ethnicity. We found that SES and—to a lesser extent—ethnicity biases were more likely to manifest when the standard of work was below average, largely favouring a student from an affluent White background. In Study 2, an undergraduate sample (N = 334) provided judgements based on an identical piece of work written by a student who varied by SES and ethnicity. Importantly, they formulated these judgements whilst working under high or low cognitive load, which was manipulated via a simultaneous listening task. Results showed that under high cognitive load, a student from an affluent White British background was afforded a boost in grading that was not afforded to Black Caribbean and/or lower SES students. These findings highlight contexts in which teachers may be most prone to biased judgements and should be used by educational institutions to de-bias their workflows, workloads and workforces.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"30 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374239","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

What you think is what you feel: Immigration-related value beliefs predict emotional exhaustion in pre-service teachers 所思即所感与移民有关的价值信念预示着职前教师的情感衰竭

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-01-05 DOI: 10.1007/s11218-023-09877-w

Sonja Lorusso, Axinja Hachfeld, Tobias Kärner

{"title":"What you think is what you feel: Immigration-related value beliefs predict emotional exhaustion in pre-service teachers","authors":"Sonja Lorusso, Axinja Hachfeld, Tobias Kärner","doi":"10.1007/s11218-023-09877-w","DOIUrl":"https://doi.org/10.1007/s11218-023-09877-w","url":null,"abstract":"Cultural diversity has recently been discussed as a potential stressor for teachers. The present study contributes to this discussion by examining the role of cultural diversity in the development of emotional exhaustion among teachers. Using the teacher stress model as a framework, we investigated if working conditions, such as cultural diversity (1), value beliefs, such as cultural beliefs or stereotypes towards students with an immigration background (2), and perceived professional competence, such as teaching experience and self-efficacy (3), predict emotional exhaustion. The data comes from a longitudinal study with 291 German pre-service mathematics teachers (M = 9.5 month). Results from robust multiple regression analyses showed no relation between cultural diversity and emotional exhaustion. Emotional exhaustion was significantly predicted by prior emotional exhaustion, frequent class disruptions, and large classes. Regarding cultural beliefs, participants with more stereotypes towards students with an immigration background experienced a higher level of emotional exhaustion, whereas the actual cultural diversity in their class had no impact. Contrary to our hypotheses, no effect was found for cultural beliefs. Taken together, our results suggest that it is not cultural diversity per se that leads to emotional exhaustion but evaluative processes of seeing students with an immigration background as burden that reflect beginning teachers' stereotypes. Practical implications are that teacher training should aim to reduce candidates' stereotypes towards students with an immigration background and allow more hands-on teaching experience.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"163 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Stronger is not always better - The ambivalent effect of social identity and relative deprivation on burnout among Hungarian teachers 越强不一定越好--社会认同和相对贫困对匈牙利教师职业倦怠的矛盾影响

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2024-01-05 DOI: 10.1007/s11218-023-09883-y

{"title":"Stronger is not always better - The ambivalent effect of social identity and relative deprivation on burnout among Hungarian teachers","authors":"","doi":"10.1007/s11218-023-09883-y","DOIUrl":"https://doi.org/10.1007/s11218-023-09883-y","url":null,"abstract":"<h3>Abstract</h3> Teacher burnout is a worldwide problem, and discontent of the educators often leads to social action in forms of demonstrations and strikes. Studies often link teacher burnout to interpersonal and workplace factors. Social and societal factors, however, are rarely considered in the development of the symptoms. Our study aimed to reveal how the strength of teacher identity and different types of relative deprivation are associated with teacher burnout. A representative sample of 1797 Hungarian teachers participated in our survey study which aimed to measure exhaustion and disengagement as symptoms of burnout beside strength of teacher identity, working hours, egoistic and fraternalistic relative deprivation. The results of the Structural Equation Analysis showed that teacher identity is negatively linked to burnout symptoms. On the other hand, both types of relative deprivation and working hours are positively linked to burnout. The analysis of mediating paths also confirmed the Janus-faced effect of teacher identity: contrarily to its direct negative link to burnout, a positive mediating effect of teacher identity was revealed through fraternalistic relative deprivation. The findings indicate that the general judgement of teachers within society may contribute to burnout. Therefore, burnout research should focus on social comparison processes beside exploring intrapersonal and workplace factors.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"75 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374243","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 teams: A safe place to work on creating and maintaining a positive school climate 教师团队：营造和维护积极校园氛围的安全场所

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-24 DOI: 10.1007/s11218-023-09880-1

Eva Hammar Chiriac, Camilla Forsberg, Robert Thornberg

{"title":"Teacher teams: A safe place to work on creating and maintaining a positive school climate","authors":"Eva Hammar Chiriac, Camilla Forsberg, Robert Thornberg","doi":"10.1007/s11218-023-09880-1","DOIUrl":"https://doi.org/10.1007/s11218-023-09880-1","url":null,"abstract":"Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers’ perspectives on how their teacher team might be linked to their school climate work, and what team characteristics facilitate their work to create and maintain a positive and supportive climate within their school. To understand teachers’ comprehension of their team, we applied a social psychology framework, using social interdependence theory and the concept of psychological safety. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. The findings revealed that teachers perceived the team as the most significant support structure when it comes to school climate work. According to them, the team was associated with shared responsibility, support and help, as well as safety and an open climate. By elucidating teachers’ insider perspectives regarding their working conditions aligned to their work with school climate, we conclude that well-functioning teacher teams are experienced as a safe place to work on creating and maintaining a positive school climate.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"31 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139035382","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

Exploring the mediating role of emotion regulation on the relationship between teachers’ resilience and their perceived stress 探索情绪调节对教师抗压能力和感知压力之间关系的中介作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-21 DOI: 10.1007/s11218-023-09874-z

A. A. Colomeischi, A. Ursu

引用次数: 0

The moderating effect of perceived social support from friends in the associations between school-based racial discrimination and academic outcomes among Latinx adolescents 在拉美裔青少年中，来自朋友的社会支持对学校种族歧视和学习成绩之间关系的调节作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-20 DOI: 10.1007/s11218-023-09878-9

Michelle F. Wright, Sebastian Wachs

{"title":"The moderating effect of perceived social support from friends in the associations between school-based racial discrimination and academic outcomes among Latinx adolescents","authors":"Michelle F. Wright, Sebastian Wachs","doi":"10.1007/s11218-023-09878-9","DOIUrl":"https://doi.org/10.1007/s11218-023-09878-9","url":null,"abstract":"The purpose of this study was to investigate the associations between school-based racial discrimination by teachers and peers and academic outcomes (i.e., classroom misconduct, absenteeism, academic performance, school readiness, and school behavioral problems) over one year (Time 2) through the moderation of perceived social support from friends. Participants were 599 Latinx adolescents (56% girls; Mage = 14.51, SD = .55) from middle schools located in the suburbs of a large Midwestern United States city. They completed questionnaires on their perceived school-based racial discrimination and social support from friends. Their teachers completed questionnaires on classroom misconduct and school readiness, measured twice over one year. School records of academic performance, absenteeism, and school behavioral problems were also collected twice over one year. The findings indicated that social support from friends was negatively associated with Time 2 classroom misconduct, absenteeism, and school behavioral problem, but positively associated with Time 2 school readiness and academic performance. School-based racial discrimination by teachers and peers were both related positively to Time 2 classroom misconduct, absenteeism, and school behavioral problems, whereas both types of discrimination were related negatively to Time 2 school readiness and academic performance. Social support from friends buffered against academic outcomes associated with discrimination by teachers. Similar patterns were found for discrimination by peers, but only for Time 2 academic performance and absenteeism. These results suggest that high perceived social support from friends positively impacts Latinx adolescents’ academic outcomes after experiencing school-based racial discrimination while low levels increase such negative outcomes.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"51 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138821690","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