Social Psychology of Education最新文献_第8页

Achievement emotions predict transfer student academic success 成就情绪预测转校生学业成功

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-21 DOI: 10.1007/s11218-023-09858-z

Krysti N. Turnquest, Weihua Fan, Virginia Snodgrass Rangel, Nazly Dyer, Allison Master

引用次数: 0

Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices 错误:学习的跳板还是评估的工具?教师错误相关信念与实践中的矛盾心理

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-20 DOI: 10.1007/s11218-023-09867-y

Annalisa Soncini, Maria Cristina Matteucci, Fabrizio Butera

{"title":"Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices","authors":"Annalisa Soncini, Maria Cristina Matteucci, Fabrizio Butera","doi":"10.1007/s11218-023-09867-y","DOIUrl":"https://doi.org/10.1007/s11218-023-09867-y","url":null,"abstract":"Teachers’ beliefs about students’ errors are influenced by structural factors and by other beliefs towards education and students that teachers may hold. The literature on this topic has provided some evidence and some mixed results. Furthermore, some structural aspects related to errors have not been considered in framing teachers’ beliefs about errors, such as the use of grades as a classroom assessment practice, which is strongly related to errors in testing situations. Based on these premises, this study aimed to explore teachers’ beliefs about errors and the practices teachers report using to deal with students’ errors in the classroom and teachers’ beliefs about the interdependence between grades and errors. Italian teachers (N = 33) from primary, middle, and secondary schools had been interviewed and the qualitative data were analysed through reflexive thematic analysis. The results showed that, according to teachers, errors acquire different meanings in the learning process, which are related to the roles they play in fostering or not learning. Furthermore, in describing these roles teachers reported to use specific practices to deal with students’ errors. Finally, teachers acknowledged that classroom assessment based on grades has a negative interdependency with errors that makes it difficult to present errors as a fruitful part of learning both in learning and testing situations. Our results reveal the ambivalence of teachers’ beliefs about errors and shed light on the challenges the grading evaluation system poses to teachers.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"68 4","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527403","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’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school 初中教师对成长心态的支持及其与学生成长心态、学业投入和成绩的关系

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-18 DOI: 10.1007/s11218-023-09859-y

Lene Vestad, Edvin Bru

{"title":"Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school","authors":"Lene Vestad, Edvin Bru","doi":"10.1007/s11218-023-09859-y","DOIUrl":"https://doi.org/10.1007/s11218-023-09859-y","url":null,"abstract":"Academic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students’ engagement and achievements do not decline irrevocably. Teacher support for growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students (N = 1608) perceived their teachers’ classroom pedagogy as supportive of their growth mindset and students’ growth mindset beliefs. The study’s main purpose was to test a latent structural equation model specifying that perceived TSGM is directly related to students’ growth mindset, directly and indirectly related to academic engagement (behavioral and emotional), and indirectly related to academic achievement. Students’ perceived growth mindset and academic engagement thus served as intermediate variables. The results verified that TSGM was indeed related to growth mindset and academic engagement, the latter both directly and via students’ perceived growth mindset. Furthermore, TSGM was also related to academic achievement via students’ growth mindset and academic engagement. The results suggest that TSGM can facilitate students’ growth mindset and academic engagement and, thereby, achievement in lower secondary school, a period during which students may struggle with academic motivation.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"20 2","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527381","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’ prosociality and well-being at work: The mediating role of teacher engagement in family–school partnerships 教师亲社会与工作幸福感:教师参与在家庭学校伙伴关系中的中介作用

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-17 DOI: 10.1007/s11218-023-09873-0

Sittipan Yotyodying, Swantje Dettmers, Kathrin Jonkmann

{"title":"Teachers’ prosociality and well-being at work: The mediating role of teacher engagement in family–school partnerships","authors":"Sittipan Yotyodying, Swantje Dettmers, Kathrin Jonkmann","doi":"10.1007/s11218-023-09873-0","DOIUrl":"https://doi.org/10.1007/s11218-023-09873-0","url":null,"abstract":"Past research provided strong evidence that positive family–school partnerships were not only beneficial for students’ school success, but they also helped to promote parental involvement in schooling. However, relatively little is known about teachers’ reasons for becoming engaged in family–school partnerships and the benefits of their engagement. In fact, the role of teachers in family–school partnerships requires prosocial actions (e.g., helping, sharing, feeling empathy). As guided by self-determination theory, previous studies suggest that prosocial-oriented persons tend to take prosocial actions and these actions tend to promote a social connection, thereby promoting well-being. To the best of our knowledge, this assumption has not been applied to research on family–school partnerships yet. The aim of this study was to examine whether teachers’ prosociality would be associated with their well-being at work (i.e., job satisfaction, work-related self-esteem) and whether this connection would be mediated by teacher engagement in family–school partnerships. Using the framework of the Vodafone Foundation Germany, we focused on two important aspects of teacher engagement: effective communication and educational cooperation. A total of 190 teachers (72% females; mean age: 44.78 years) participated in an online-survey. In line with SDT, teachers’ prosociality was associated with greater well-being at work even after controlling for teachers’ background (age, gender, experience, school track). As expected, this connection was partially mediated by teacher engagement in family–school partnerships. The results and implications of the present study are discussed.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"86 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527387","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’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions 教师效能、信任与学生特征:影响教师可教性感知的内外部因素

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-11-16 DOI: 10.1007/s11218-023-09865-0

Lennart Van Eycken, Jannick Demanet, Mieke Van Houtte

{"title":"Teachers’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions","authors":"Lennart Van Eycken, Jannick Demanet, Mieke Van Houtte","doi":"10.1007/s11218-023-09865-0","DOIUrl":"https://doi.org/10.1007/s11218-023-09865-0","url":null,"abstract":"Teachability perceptions reflect teachers’ perceptions of students’ cognitive-motivational behaviors, personal social behaviors, and school-appropriate behaviors. Teachers in schools with more students with a low socioeconomic status (SES) or in schools with more boys have been shown to perceive students as less teachable. It remains to be seen whether teacher characteristics, specifically efficacy or trust, buffer against lower teachability perceptions in challenging school contexts. A multilevel analysis was carried out on data of 1247 teachers in 59 Flemish schools (2012–2013). Lower teachability perceptions were found in low-SES schools and schools with more boys. Efficacious teachers perceived their students as teachable, but teacher efficacy did not buffer against lower teachability perceptions in low-SES schools or in schools with more boys. Teacher trust, on the other hand, does buffer lower teachability perceptions in schools with more boys. This finding demonstrates that trusting teacher-student relationships might be a key factor to overcome between-school differences in teacher perceptions.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"40 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527376","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

Examining the relationships between mindfulness, grit, academic buoyancy and boredom among EFL learners 考察英语学习者的正念、毅力、学业浮力和无聊之间的关系

2区心理学

Social Psychology of Education Pub Date : 2023-11-14 DOI: 10.1007/s11218-023-09860-5

Hamed Mohammad Hosseini, Ali Derakhshesh, Jalil Fathi, Sepideh Mehraein

引用次数: 0

Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging 教师不公平感知与高中学生校园欺凌受害:学校归属感的中介效应及性别差异

2区心理学

Social Psychology of Education Pub Date : 2023-11-13 DOI: 10.1007/s11218-023-09861-4

Linlin Jiang, Bihua Zhao, Junqiao Guo, Wenqiang Sun, Wenxin Hu

引用次数: 0

Associations between perceived teacher emotional support and externalizing problem behaviors among Chinese rural adolescent 农村青少年感知教师情感支持与外化问题行为的关系

2区心理学

Social Psychology of Education Pub Date : 2023-11-13 DOI: 10.1007/s11218-023-09864-1

Xingchen Zhu, Haohan Zhao, Wencan Li

引用次数: 0

Growth mindset as a protective factor for middle schoolers at academic risk 成长心态对中学生学业风险的保护作用

2区心理学

Social Psychology of Education Pub Date : 2023-11-09 DOI: 10.1007/s11218-023-09863-2

Jessica Wise Younger, Zoe D’Esposito, Irene S. Geng, Stephanie L. Haft, Kristine D. O’Laughlin, Joaquin A. Anguera, Silvia A. Bunge, Emilio E. Ferrer, Fumiko Hoeft, Bruce D. McCandliss, Jyoti Mishra, Miriam Rosenberg-Lee, Adam Gazzaley, Melina R. Uncapher

{"title":"Growth mindset as a protective factor for middle schoolers at academic risk","authors":"Jessica Wise Younger, Zoe D’Esposito, Irene S. Geng, Stephanie L. Haft, Kristine D. O’Laughlin, Joaquin A. Anguera, Silvia A. Bunge, Emilio E. Ferrer, Fumiko Hoeft, Bruce D. McCandliss, Jyoti Mishra, Miriam Rosenberg-Lee, Adam Gazzaley, Melina R. Uncapher","doi":"10.1007/s11218-023-09863-2","DOIUrl":"https://doi.org/10.1007/s11218-023-09863-2","url":null,"abstract":"Abstract Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students’ experiences and background characteristics may interact to impact the relation between mindset and academic achievement. We consider whether the risk factors of socioeconomic status (including a student’s daily experience of that status) and recent school transition interacted with mindset in predicting academic achievement. We show that mindset is most predictive of academic achievement in students with two academic risk factors. These results highlight the importance of context when considering how mindset might be used to improve academic achievement for students at the greatest academic risk.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":" 32","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244351","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

Social rejection from the perspective of latency-age children: Moral failing or normative phenomenon? 潜伏期儿童视角下的社会排斥:道德缺失还是规范现象?

2区心理学

Social Psychology of Education Pub Date : 2023-11-02 DOI: 10.1007/s11218-023-09853-4

Hannah Fisher-Grafy, Rinat Halabi

引用次数: 0