Social Psychology of Education最新文献_第9页

How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English? 感知教师信念和课堂目标结构如何与中学数学和英语的动机和入学率相关?

2区心理学

Social Psychology of Education Pub Date : 2023-10-31 DOI: 10.1007/s11218-023-09848-1

Helen M. G. Watt, Nir Madjar, Liam Dacosta

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That’s not me: (Dis)concordance between pSTEM nerd-genius stereotypes and self-concepts predicts high school students pSTEM identity 那不是我:(不)系统系统书呆子天才的刻板印象和自我概念之间的不一致预测了高中生的系统系统身份

2区心理学

Social Psychology of Education Pub Date : 2023-10-26 DOI: 10.1007/s11218-023-09851-6

Christine R. Starr, Campbell Leaper

{"title":"That’s not me: (Dis)concordance between pSTEM nerd-genius stereotypes and self-concepts predicts high school students pSTEM identity","authors":"Christine R. Starr, Campbell Leaper","doi":"10.1007/s11218-023-09851-6","DOIUrl":"https://doi.org/10.1007/s11218-023-09851-6","url":null,"abstract":"Abstract Nerd-genius stereotypes about people in the physical sciences, technology, engineering, and mathematics (pSTEM) are barriers to getting many adolescent girls interested in pSTEM. Endorsing these stereotypes may undermine youths’ pSTEM identity especially when they are incongruent with their self-concepts—possibly more likely for girls than boys. Conversely, pSTEM identity may strengthen when stereotypes are congruent—possibly more for boys than girls. We tested these premises among 310 adolescents. Novel contributions of the study include the separate evaluation of youths’ endorsement of four stereotypes about persons in pSTEM (geniuses, awkward, unattractive, unsuccessful at dating) and the separate consideration of two facets of self-concepts (competence and importance) in each stereotyped domain. Factor analyses confirmed the four-factor structure for self-concepts but indicated a two-factor structure for stereotypes (nerd [awkward, unattractive, unsuccessful at dating] and genius). Students’ pSTEM identity was based on their felt typicality with persons in pSTEM fields. Our results generally confirmed our hypothesized model for self-perceived competence but not for importance. Congruence predicted higher pSTEM identity. Conversely, incongruence predicted lower pSTEM identity.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908180","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}

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Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children 数学自我概念对小学生认知功能与数学技能的关系有调节作用

2区心理学

Social Psychology of Education Pub Date : 2023-10-26 DOI: 10.1007/s11218-023-09854-3

Ylenia Passiatore, Sara Costa, Giuseppe Grossi, Giuseppe Carrus, Sabine Pirchio

{"title":"Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children","authors":"Ylenia Passiatore, Sara Costa, Giuseppe Grossi, Giuseppe Carrus, Sabine Pirchio","doi":"10.1007/s11218-023-09854-3","DOIUrl":"https://doi.org/10.1007/s11218-023-09854-3","url":null,"abstract":"Abstract In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the protective role of self-concept for mathematical learning and performance. In a field study, we tested the relation of math self-concept and short-term visuo-spatial working memory to the mathematical abilities of second- grade primary school children in Italy ( N = 105). Measures included the “Test for the evaluation of calculating and problem-solving abilities” (AC-MT 6–11), the backward Corsi blocks test (Battery for Visuo-Spatial Memory), and the mathematics self-concept sub-scale of the Self-Description Questionnaire-I (SDQ-I, Italian version). As expected, correlation and moderated regression analyses showed that mathematics self-concept and working memory both positively predict mathematical operations and numeracy, but not accuracy. Simple slope analysis confirmed our moderation hypothesis, with working memory predicting mathematical abilities at low levels of math self-concept, but not at medium and high levels. The theoretical and practical implications are discussed.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"1 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376518","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

Framing the theoretical perspectives on emotion regulation: A Habermasian typology and its implications for educational research 建构情绪调节的理论视角:哈贝马斯式类型及其对教育研究的启示

2区心理学

Social Psychology of Education Pub Date : 2023-10-19 DOI: 10.1007/s11218-023-09855-2

Yi Sun, Hongbiao Yin

引用次数: 0

Adolescent well being: Relative contributions of social emotional learning and microsystem supports 青少年幸福感:社会情绪学习与微系统支持的相对贡献

2区心理学

Social Psychology of Education Pub Date : 2023-10-17 DOI: 10.1007/s11218-023-09852-5

Furkan Kasikci, Selahattin Öğülmüş

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Bully-victims in bullying and cyberbullying: An analysis of school-level risk factors 校园欺凌与网络欺凌中的欺凌受害者:校级风险因素分析

2区心理学

Social Psychology of Education Pub Date : 2023-10-16 DOI: 10.1007/s11218-023-09846-3

Cirenia Quintana-Orts, Joaquín A. Mora-Merchán, Noelia Muñoz-Fernández, Rosario Del Rey

引用次数: 0

Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics 教师期望与小学生数学成绩、自我概念、焦虑的关系

2区心理学

Social Psychology of Education Pub Date : 2023-10-16 DOI: 10.1007/s11218-023-09856-1

Lena Hollenstein, Christine M. Rubie-Davies, Christian Brühwiler

{"title":"Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics","authors":"Lena Hollenstein, Christine M. Rubie-Davies, Christian Brühwiler","doi":"10.1007/s11218-023-09856-1","DOIUrl":"https://doi.org/10.1007/s11218-023-09856-1","url":null,"abstract":"Abstract Teacher expectations not only relate positively to student achievement, but also to student beliefs such as their self-concept. Nevertheless, most studies focus on the relations with student achievement, followed by studies on beliefs. Beliefs are a significant determinant of academic success and can include student self-concept or emotions, such as anxiety. The extent to which anxiety can be influenced by teacher expectations has been investigated in very few studies. This paper examined how teacher expectations related to changes in student achievement, self-concept, and anxiety in mathematics within a school year. The data were from a longitudinal study “Outcomes of teacher education”, funded by the Swiss National Science Foundation and based on 28 teachers and 509 primary school students. Teacher expectations were operationalized using the residual approach. Student mathematics achievement was assessed via a standardized mathematics test and their self-concept as well as their mathematics anxiety via a questionnaire. The multi-level structure was considered in the analyses, because the interclass-correlation of student mathematics achievement exceeded the critical value of 10%. The results showed that teacher expectations were positively related to student achievement as well as self-concept and negatively related to anxiety towards mathematics. The change in the explained variance was small (self-concept and anxiety) to large (achievement). The results extend findings on the expectation effect in the classroom, as they focus not only on student achievement but also on student beliefs and are discussed regarding their significance for academic success.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113098","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 teacher expectation effects on foreign language learning: Student perceptions of the classroom environment as moderators 教师期望对外语学习的影响:学生对课堂环境的感知是调节因素

2区心理学

Social Psychology of Education Pub Date : 2023-10-07 DOI: 10.1007/s11218-023-09849-0

Zheng Li, Christine Rubie-Davies, Zhuo Wu

引用次数: 0

Growth mindset and social comparison effects in a peer virtual learning environment 同伴虚拟学习环境中的成长心态与社会比较效应

2区心理学

Social Psychology of Education Pub Date : 2023-10-06 DOI: 10.1007/s11218-023-09850-7

Pamela Sheffler, Cecilia S. Cheung

引用次数: 0

How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence 别人怎么看我的团队?青少年对土耳其和德国裔学生学科相关德语和一般学校能力的元刻板印象

2区心理学

Social Psychology of Education Pub Date : 2023-10-06 DOI: 10.1007/s11218-023-09836-5

Jannika Haase, Elisabeth Höhne, Bettina Hannover, Nele McElvany, Lysann Zander

{"title":"How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence","authors":"Jannika Haase, Elisabeth Höhne, Bettina Hannover, Nele McElvany, Lysann Zander","doi":"10.1007/s11218-023-09836-5","DOIUrl":"https://doi.org/10.1007/s11218-023-09836-5","url":null,"abstract":"Abstract In Germany, Turkish-origin students face negative competence-related stereotypes held by different groups in society, including teachers at school. While a large body of research has examined stereotypes (i.e., other-stereotypes ) about immigrant students, little is known about their own competence-related meta-stereotypes , i.e., beliefs regarding the other-stereotypes that outgroup peers hold about them. The present study addresses this research gap by examining Turkish- and German-origin students’ meta-stereotypes about two dimensions of competencies not yet investigated, namely Turkish- and German-origin students’ subject-related German competence as well as their general school competence using a newly developed instrument combining verbal and non-verbal measures. These assessments are juxtaposed to the evaluations of a group of peers with other immigrant backgrounds (i.e., others’ meta-stereotypes ). In line with previous evidence, we found positive meta-stereotypes (as well as other- and others’ meta-stereotypes) towards German-origin students reported by all three groups. However, our study is the first that supports the existence of negative meta-stereotypes (as well as other- and others’ meta-stereotypes) towards Turkish-origin adolescents, again, among all participants. This pattern was particularly pronounced regarding the dimension of subject-related German competence. We discuss the findings’ potential relevance for students’ self-concepts and intergroup interactions in classrooms.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351176","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}

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