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Social Psychology of Education最新文献

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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
{"title":"Associations between perceived teacher emotional support and externalizing problem behaviors among Chinese rural adolescent","authors":"Xingchen Zhu, Haohan Zhao, Wencan Li","doi":"10.1007/s11218-023-09864-1","DOIUrl":"https://doi.org/10.1007/s11218-023-09864-1","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"8 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282446","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
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
{"title":"Social rejection from the perspective of latency-age children: Moral failing or normative phenomenon?","authors":"Hannah Fisher-Grafy, Rinat Halabi","doi":"10.1007/s11218-023-09853-4","DOIUrl":"https://doi.org/10.1007/s11218-023-09853-4","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"9 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973401","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
Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education 超越成长心态:探索约翰·亨利主义和高等教育中的学术任务参与
2区 心理学
Social Psychology of Education Pub Date : 2023-10-31 DOI: 10.1007/s11218-023-09813-y
Benjamin M. Torsney, Kathryn M. Burke, Marina Milidou, Doug Lombardi, Jennifer E. Symonds, Cheryl B. Torsney, Sherman A. James
{"title":"Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education","authors":"Benjamin M. Torsney, Kathryn M. Burke, Marina Milidou, Doug Lombardi, Jennifer E. Symonds, Cheryl B. Torsney, Sherman A. James","doi":"10.1007/s11218-023-09813-y","DOIUrl":"https://doi.org/10.1007/s11218-023-09813-y","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"3 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871918","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
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
{"title":"How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English?","authors":"Helen M. G. Watt, Nir Madjar, Liam Dacosta","doi":"10.1007/s11218-023-09848-1","DOIUrl":"https://doi.org/10.1007/s11218-023-09848-1","url":null,"abstract":"Abstract Our study examined how students’ perceived teacher beliefs and classroom goal structures, gender (of teachers and students) and own perceived talent, controlling for prior achievements, together explained motivational outcomes of students’ achievement goals, intrinsic value and enrollment choices in mathematics and English. Participants were 1086 grades 9–11 students (respective N s = 380, 369, 337) from 3 coeducational middle-class schools in metropolitan Sydney, Australia. Hierarchical linear modeling revealed student-perceived teacher beliefs as the most consistent predictor of motivational outcomes in mathematics and English, over and above the effects of other measured influences. Perceived teacher beliefs moderated the effects of classroom goal structures, as well as relationships of gender with motivational outcomes in English. Grade-level effects were more positive among older students which coincided with the grade 11 transition.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"191 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870767","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
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}
引用次数: 0
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
{"title":"Framing the theoretical perspectives on emotion regulation: A Habermasian typology and its implications for educational research","authors":"Yi Sun, Hongbiao Yin","doi":"10.1007/s11218-023-09855-2","DOIUrl":"https://doi.org/10.1007/s11218-023-09855-2","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730760","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
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
{"title":"Adolescent well being: Relative contributions of social emotional learning and microsystem supports","authors":"Furkan Kasikci, Selahattin Öğülmüş","doi":"10.1007/s11218-023-09852-5","DOIUrl":"https://doi.org/10.1007/s11218-023-09852-5","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993326","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
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
{"title":"Bully-victims in bullying and cyberbullying: An analysis of school-level risk factors","authors":"Cirenia Quintana-Orts, Joaquín A. Mora-Merchán, Noelia Muñoz-Fernández, Rosario Del Rey","doi":"10.1007/s11218-023-09846-3","DOIUrl":"https://doi.org/10.1007/s11218-023-09846-3","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"18 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":"136113099","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
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