Social Psychology of Education最新文献_第7页

Correction to: Adolescent wellbeing: Relative contributions of social emotional learning and microsystem supports 更正为青少年的福祉：社会情感学习和微观系统支持的相对贡献

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-06 DOI: 10.1007/s11218-023-09876-x

Furkan Kaşıkcı, Selahiddin Öğülmüş

引用次数: 0

Exploring the relationship between learning environments and academic achievement among young students 探索学习环境与青少年学生学业成绩之间的关系

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-06 DOI: 10.1007/s11218-023-09879-8

Leon J. Gilman, Bo Zhang, Jamie L. Lynch

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Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention 改变职前教师学生对不同家庭背景学生的刻板印象和态度，减少判断偏差:短期干预的效果

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-04 DOI: 10.1007/s11218-023-09862-3

Sabine K. Lehmann-Grube, Anita Tobisch, Markus Dresel

{"title":"Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention","authors":"Sabine K. Lehmann-Grube, Anita Tobisch, Markus Dresel","doi":"10.1007/s11218-023-09862-3","DOIUrl":"https://doi.org/10.1007/s11218-023-09862-3","url":null,"abstract":"Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes and attitudes and to reduce judgment biases. In an experimental study (within- and between-subject design) with N = 215 preservice teacher students, the effectiveness of the intervention on stereotype change, attitude change, and reduction of judgment distortions was tested. The results showed hypothesized effects of the intervention on stereotypes and attitudes towards students with an immigration background and students with low social status. Furthermore, the intervention showed effects on preservice teacher students’ judgments, especially for low-status students.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"17 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527378","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

Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review 对儿童和青少年的想象接触干预在减少消极组间结果方面的效果:一项系统回顾

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-01 DOI: 10.1007/s11218-023-09869-w

Antonija Vrdoljak, Margareta Jelić, Dinka Čorkalo Biruški, Nikolina Stanković

{"title":"Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review","authors":"Antonija Vrdoljak, Margareta Jelić, Dinka Čorkalo Biruški, Nikolina Stanković","doi":"10.1007/s11218-023-09869-w","DOIUrl":"https://doi.org/10.1007/s11218-023-09869-w","url":null,"abstract":"Due to its efficacy shown in early research with children, imagined contact has often been proposed as a school prejudice-reduction intervention. Nevertheless, some of the more recent studies have not been able to replicate the expected effects. This review presents the first systematic examination of the effect of imagined contact interventions conducted with children and adolescents from 2007 onwards. An extensive database search identified a total of 30 interventions across 25 separate studies of imagined contact effects (total N = 3462). The results suggest mixed support for the effectiveness of imagined contact. Furthermore, imagined contact most often leads to improvement on the measures of intended and real intergroup behaviour, followed by the measures of intergroup attitudes. The effects on the measures of emotions are rarely measured and observed. Additionally, significant intervention effects are more often found in younger children, as well as for interventions that are researcher-led (as opposed to teacher-led) and conducted individually or in small groups. Finally, interventions incorporating modified (vs. standard) scenarios, reinforcement techniques other than writing, and multiple (vs. single) sessions tend to be more beneficial in changing intergroup bias. These findings could prove useful in planning future imagined contact school interventions.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"74 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527380","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

Fixed intelligence mindsets predict system legitimization in educational contexts 固定智力思维模式预示着教育环境中的制度合法化

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-01 DOI: 10.1007/s11218-023-09872-1

Laura M. Brady, Arianne E. Eason, Stephanie A. Fryberg

引用次数: 0

Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model 年级期望中不切实际乐观的轨迹:一个潜在增长混合模型

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-12-01 DOI: 10.1007/s11218-023-09857-0

J. Hannah Lee, Junsang Park, Hyun-Ju Ju, Kyoungmin Cho, Seoyoung Lim

{"title":"Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model","authors":"J. Hannah Lee, Junsang Park, Hyun-Ju Ju, Kyoungmin Cho, Seoyoung Lim","doi":"10.1007/s11218-023-09857-0","DOIUrl":"https://doi.org/10.1007/s11218-023-09857-0","url":null,"abstract":"This study examined the heterogeneity in temporal shifts of unrealistic optimism (UO) by analyzing students’ grade expectation throughout a semester. UO was defined as the gap between students’ estimated and current course grades, with a larger gap indicating higher UO. Final course grades were viewed as the outcome of UO. A total of 206 participants completed baseline measures of personal factors during the first week of the semester and repeated measurements at five subsequent time points. Using person-centered trajectory analysis (e.g., latent growth mixture models), we identified three distinct UO trajectories: UO-Persistent (6.8%; consistently high UO), UO-Decreasing (26.2%; diminishing UO), and Realistic (67.0%; consistently low UO). High perfectionistic standards and dysphoria predicted UO-Persistent group membership, while perfectionistic discrepancy, self-efficacy, and belief in optimism's power did not. The Realistic group achieved higher final grades than the UO-Decreasing group. Unexpectedly, no difference was found in final grades between the strongest UO group (i.e., UO-Persistent) and other two groups. These findings suggest that UO's temporal shift is not a unitary construct, and distinct UO patterns may be associated with different academic outcomes. This study underscores the significance of comprehending temporal shifts and employing person-centered analysis in UO related to academic achievement. The discussion addresses both research and practical implications.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"54 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527379","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

Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions 向教师提供心态干预，作为利用心态干预影响的有效方式

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-29 DOI: 10.1007/s11218-023-09870-3

Léa Tân Combette, Jean-Yves Rotgé, Céline Darnon, Liane Schmidt

{"title":"Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions","authors":"Léa Tân Combette, Jean-Yves Rotgé, Céline Darnon, Liane Schmidt","doi":"10.1007/s11218-023-09870-3","DOIUrl":"https://doi.org/10.1007/s11218-023-09870-3","url":null,"abstract":"Research in social psychology and education proposes that adopting a growth mindset of intelligence is an important mediator for the well-being and performance of students at school. As a consequence, wise interventions have been developed to target student mindsets and change their beliefs about how much their intelligence can grow with training and experience. However, the efficacy of mindset interventions is highly debated, as effect sizes vary widely across studies. Here, we hypothesized that the study environment and, in particular, the teacher’s mindset about intelligence is an important moderator of mindset intervention efficacy. We tested this hypothesis by randomly assigning six middle schools from underprivileged neighborhoods in the Paris area in France to a no intervention condition, a condition with mindset interventions delivered only to the students, and a condition with mindset interventions for teachers and students. The results show that the combined teacher and student mindset intervention condition was the most efficient for increasing the student’s growth mindset. This finding suggests that a short and easy-to-implement mindset intervention for teachers can help students develop a growth mindset.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"67 3","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527437","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 social contagion of job satisfaction from principals to teachers: Implications from TALIS 校长对教师工作满意度的社会传染：TALIS 的启示

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-28 DOI: 10.1007/s11218-023-09868-x

M. J. Nalipay, Hui Wang, Ronnel B. King

引用次数: 0

Investigating the invariance of non-cognitive skills in countries with different immigration policies: a psychometric network approach 调查不同移民政策国家非认知技能的不变性:一种心理测量网络方法

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-22 DOI: 10.1007/s11218-023-09871-2

Guher Gorgun, Sevilay Kilmen

{"title":"Investigating the invariance of non-cognitive skills in countries with different immigration policies: a psychometric network approach","authors":"Guher Gorgun, Sevilay Kilmen","doi":"10.1007/s11218-023-09871-2","DOIUrl":"https://doi.org/10.1007/s11218-023-09871-2","url":null,"abstract":"The importance of non-cognitive skills for academic achievement and future success has been emphasized but the invariance among the relationships of these constructs across different groups and countries is rarely studied. In this study, we used a novel approach, psychometric network analysis, to analyze the invariance of connections between non-cognitive skills measured in an international large-scale assessment—the 2018 Program for International Student Assessment (PISA). We focused on four different countries in terms of immigration contexts (Australia, Canada, and Germany) and analyzed the invariance of connections among non-cognitive skills for immigrant and native students within these countries. While Australia and Canada were the examples of traditional immigration countries, Belgium and Germany represented the post-war immigration countries with less selective immigration policy. We found significant differences in the network structure among countries and immigrant status (i.e., native vs. first-generation immigrant). Interestingly, we found that the primary split occurred between countries with different immigration policies. That is, the network tree structures of Canada and Australia were more similar to one another while the network tree structures of Germany and Belgium resembled each other. The results provided empirical evidence that non-cognitive constructs are not universal across countries selected, immigrants, and native students. The findings also underscored the importance of considering within-country and cross-country differences in order to design effective educational interventions relying on non-cognitive skills for targeting distinct cultural groups of interest.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"13 5","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527388","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

Implicit assumptions of (prospective) music school teachers about musically gifted students (未来)音乐学校教师对音乐天才学生的内隐假设

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-22 DOI: 10.1007/s11218-023-09833-8

Laura Bareiß, Friedrich Platz, Maria Wirzberger

{"title":"Implicit assumptions of (prospective) music school teachers about musically gifted students","authors":"Laura Bareiß, Friedrich Platz, Maria Wirzberger","doi":"10.1007/s11218-023-09833-8","DOIUrl":"https://doi.org/10.1007/s11218-023-09833-8","url":null,"abstract":"Stereotypical assumptions associating high levels of giftedness and outstanding performance with maladaptive behavioral characteristics and personality traits (cf. disharmony stereotype) are rather prevalent in the school context as well as in the musical domain. Such preconceptions among teachers can influence student assessment and corresponding performance expectations, which might, in turn, impact future lesson planning. In an experiment using a controlled vignette approach, the current study, with N = 211 (prospective) German music school teachers, investigated how background information, combined with a manipulated music recording, affected (prospective) music school teachers’ assessment of a fictive student’s performance, behavioral characteristics, personality traits, and teachers' consequential lesson planning. Experimental variations included the fictive student’s supposed level of giftedness, social interaction, age, and duration of instrumental lessons. Results indicated that music school teachers’ preconceptions of students assumed to be musically gifted were a high level of intellectual and musical abilities with behavioral characteristics and personality traits rated at least equivalent to those of students assumed to have average giftedness. Teachers’ lesson planning was not influenced by any of the manipulated background information. Taken together, the observed pattern of effects contradicts the disharmony stereotype but tends to align more with the harmony stereotype as music school teachers’ prevailing preconceptions about students supposed to be musically gifted.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"7 6","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527390","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