Christina A. Bauer , Veronika Job , Bettina Hannover
{"title":"谁会觉得自己有才华?有偏见的自我概念导致了第一代学生在以人才为中心的环境中处于劣势","authors":"Christina A. Bauer , Veronika Job , Bettina Hannover","doi":"10.1016/j.jesp.2023.104501","DOIUrl":null,"url":null,"abstract":"<div><p>Intellectual talent is commonly regarded as an important factor for success – i.e., “what it takes to succeed” in Western educational contexts. Yet, the differential experiences individuals have may not allow everyone to think of themselves as talented - i.e., as having “what it takes to succeed” - to the same degree. In five studies with 3584 students in Western countries, we show i) that first-generation students see themselves as less intellectually talented than continuing-generation students, ii) that this bias in self-concept contributes to disadvantages in their academic experience and engagement, and iii) how this disadvantage may be reduced.</p><p>Quasi-experiments 1a and b (<em>N</em> <em>=</em> 694; 316) show that first-generation students view themselves as relatively less talented, but not less diligent, above and beyond prior performance-levels. Field and experimental Studies 2a-b (<em>N</em> <em>=</em> 1881; 362) show that this bias in students' talent self-concept contributes to disadvantage in first-generation students' academic experience and engagement. Experiment 3 (<em>N</em> <em>=</em> 331) suggests that talent self-concept bias is most consequential in talent-focused environments. If, however, environments emphasize effort, disadvantages connected to talent self-concepts are mitigated.</p><p>The experiences first-generation students have in current Western environments seem to make them see themselves as relatively less talented, contributing to disadvantage. Creating effort-focused environments can reduce this disadvantage and promote equality.</p></div>","PeriodicalId":48441,"journal":{"name":"Journal of Experimental Social Psychology","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Who gets to see themselves as talented? Biased self-concepts contribute to first-generation students' disadvantage in talent-focused environments\",\"authors\":\"Christina A. Bauer , Veronika Job , Bettina Hannover\",\"doi\":\"10.1016/j.jesp.2023.104501\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Intellectual talent is commonly regarded as an important factor for success – i.e., “what it takes to succeed” in Western educational contexts. Yet, the differential experiences individuals have may not allow everyone to think of themselves as talented - i.e., as having “what it takes to succeed” - to the same degree. In five studies with 3584 students in Western countries, we show i) that first-generation students see themselves as less intellectually talented than continuing-generation students, ii) that this bias in self-concept contributes to disadvantages in their academic experience and engagement, and iii) how this disadvantage may be reduced.</p><p>Quasi-experiments 1a and b (<em>N</em> <em>=</em> 694; 316) show that first-generation students view themselves as relatively less talented, but not less diligent, above and beyond prior performance-levels. Field and experimental Studies 2a-b (<em>N</em> <em>=</em> 1881; 362) show that this bias in students' talent self-concept contributes to disadvantage in first-generation students' academic experience and engagement. Experiment 3 (<em>N</em> <em>=</em> 331) suggests that talent self-concept bias is most consequential in talent-focused environments. If, however, environments emphasize effort, disadvantages connected to talent self-concepts are mitigated.</p><p>The experiences first-generation students have in current Western environments seem to make them see themselves as relatively less talented, contributing to disadvantage. Creating effort-focused environments can reduce this disadvantage and promote equality.</p></div>\",\"PeriodicalId\":48441,\"journal\":{\"name\":\"Journal of Experimental Social Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Experimental Social Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0022103123000586\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Social Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022103123000586","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
Who gets to see themselves as talented? Biased self-concepts contribute to first-generation students' disadvantage in talent-focused environments
Intellectual talent is commonly regarded as an important factor for success – i.e., “what it takes to succeed” in Western educational contexts. Yet, the differential experiences individuals have may not allow everyone to think of themselves as talented - i.e., as having “what it takes to succeed” - to the same degree. In five studies with 3584 students in Western countries, we show i) that first-generation students see themselves as less intellectually talented than continuing-generation students, ii) that this bias in self-concept contributes to disadvantages in their academic experience and engagement, and iii) how this disadvantage may be reduced.
Quasi-experiments 1a and b (N= 694; 316) show that first-generation students view themselves as relatively less talented, but not less diligent, above and beyond prior performance-levels. Field and experimental Studies 2a-b (N= 1881; 362) show that this bias in students' talent self-concept contributes to disadvantage in first-generation students' academic experience and engagement. Experiment 3 (N= 331) suggests that talent self-concept bias is most consequential in talent-focused environments. If, however, environments emphasize effort, disadvantages connected to talent self-concepts are mitigated.
The experiences first-generation students have in current Western environments seem to make them see themselves as relatively less talented, contributing to disadvantage. Creating effort-focused environments can reduce this disadvantage and promote equality.
期刊介绍:
The Journal of Experimental Social Psychology publishes original research and theory on human social behavior and related phenomena. The journal emphasizes empirical, conceptually based research that advances an understanding of important social psychological processes. The journal also publishes literature reviews, theoretical analyses, and methodological comments.