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Exploring the role of implicit theories of talent in subjective well-being, academic buoyancy, and perceived physical health: A study in the Philippine context 探索天赋内隐理论在主观幸福感、学术浮力和感知身体健康中的作用:一项菲律宾背景下的研究
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-03-23 DOI: 10.1177/01430343231165269
J. P. Valdez
Prior studies commonly emphasized the beneficial impacts of a growth mindset on students’ success and well-being. However, recent evidence cast doubts on the ability of a growth mindset to optimize desirable achievement and psychological outcomes. This study contributes to this line of evidence by exploring the association of mindsets in talent—a new domain of implicit theories encompassing belief about the nature of talent—with students’ subjective well-being, academic buoyancy, and general health among selected Filipino high school students. Results of structural equation modeling indicate that whereas incremental theory in talent (or growth mindset) was more strongly and positively correlated with academic buoyancy, school connectedness, and joy of learning, entity theory (or fixed mindset) was more strongly and positively associated with educational purpose and general health. These findings underscore the mental health rewards associated with cultivating both growth and fixed mindsets about talent in school contexts.
先前的研究通常强调成长心态对学生成功和幸福感的有益影响。然而,最近的证据让人怀疑成长心态是否有能力优化理想的成就和心理结果。这项研究通过探索人才心态与选定的菲律宾高中生的主观幸福感、学术活力和总体健康之间的联系,为这一证据线做出了贡献。人才心态是一个新的隐含理论领域,涵盖了对人才本质的信仰。结构方程建模的结果表明,尽管人才(或成长心态)的增量理论与学术活力、学校联系和学习乐趣之间的相关性更强、更正,但实体理论(或固定心态)与教育目的和总体健康之间的相关性更强、更正。这些发现强调了在学校环境中培养成长和固定的人才心态所带来的心理健康回报。
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引用次数: 1
Academic resilience and test anxiety: The moderating role of achievement goals 学业韧性与考试焦虑:成就目标的调节作用
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-03-15 DOI: 10.1177/01430343231162876
M. Lim, Kah Loong Chue
The present study examined the associations of academic resilience and achievement goals with test anxiety, and the moderating role of achievement goals in the relation between academic resilience and test anxiety among 1632 secondary one students from eight secondary schools in Singapore. Results showed that students who reported lower levels of academic resilience also reported higher levels of cognitive test anxiety, and those who reported higher levels of avoidance-goal endorsement reported higher levels of cognitive test anxiety. Importantly, the relationship between academic resilience and test anxiety was moderated by avoidance-based goals endorsement level. Specifically, this relationship was stronger for those who endorsed higher levels of avoidance-based goals. Approach-based achievement goals did not significantly interact with academic resilience to influence test anxiety. Implications of the findings are discussed.
本研究以新加坡8所中学的1632名中学生为研究对象,考察了学业弹性、学业成就目标与考试焦虑的关系,以及学业成就目标在学业弹性与考试焦虑之间的调节作用。结果显示,学业弹性水平较低的学生也报告了较高的认知测试焦虑水平,而逃避-目标支持水平较高的学生报告了较高的认知测试焦虑水平。重要的是,学业弹性和考试焦虑之间的关系被基于回避的目标认可水平调节。具体来说,这种关系对于那些支持更高水平的基于回避的目标的人来说更强。基于方法的成就目标与学业弹性之间没有显著的相互作用来影响考试焦虑。讨论了研究结果的含义。
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引用次数: 1
Patterns of relational aggression, narcissism, and self-esteem: Adolescents’ social goals unraveled 关系攻击、自恋和自尊的模式:青少年的社会目标被解开
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-02-09 DOI: 10.1177/01430343231154738
Ioanna Voulgaridou, Constantinos M. Kokkinos, K. Fanti
This study applies latent profile analysis to identify profiles of adolescents differentiated on levels of relational aggression (RAgg), self-esteem, and narcissism. To understand the social aspects of these profiles within the adolescent peer context, we compare them to their reported social goals of dominance, popularity, and intimacy. Greek junior high school students ( N = 2,207), selected via random stratified cluster sampling, aged 13–16 ( M = 14.04, SD =.81), completed a self-report survey. Based on self-esteem, narcissism, and RAgg scores, four groups emerged: the group with the lowest scores in RAgg, narcissism, and self-esteem (“low risk”), the group with the highest scores in RAgg, narcissism, and self-esteem (“relational aggressors with narcissistic self-esteem”), the group with moderate scores in RAgg, narcissism, and self-esteem (“moderate risk”), and the group with high RAgg and narcissism scores but low self-esteem (“relational aggressors with vulnerable self-esteem”). Relational aggressors with high narcissism and self-esteem scored higher on social goals than those with vulnerable self-esteem (high narcissism but low self-esteem). Preventive policies should replace excessive and unconditional praise with more realistic self-esteem sources and teach adolescents how to respond to negative feedback and to cope with ego threats or social placement concerns.
本研究运用潜在侧面分析方法,对关系攻击、自尊、自恋等不同水平的青少年进行侧面分析。为了理解青少年同伴背景下这些个人资料的社会方面,我们将其与他们报告的社会目标(支配地位、受欢迎程度和亲密程度)进行比较。采用随机分层整群抽样的方法,选取13-16岁的希腊初中生2207名(M = 14.04, SD = 0.81)进行自我报告调查。根据自尊、自恋和RAgg得分,出现了四个组:RAgg、自恋和自尊得分最低的组(“低风险”),RAgg、自恋和自尊得分最高的组(“自恋自尊的关系攻击者”),RAgg、自恋和自尊得分中等的组(“中等风险”),RAgg和自恋得分高但自尊低的组(“脆弱自尊的关系攻击者”)。高自恋和高自尊的关系攻击者在社会目标上的得分高于脆弱自尊者(高自恋但低自尊)。预防性政策应以更现实的自尊来源取代过度和无条件的赞扬,并教导青少年如何对消极反馈作出反应,如何处理自我威胁或社会安置问题。
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引用次数: 1
The relationship between stressful life events and school engagement for junior high school students in China: A serial mediation model 中国初中生压力生活事件与学校投入的关系:一个序列中介模型
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-02-09 DOI: 10.1177/01430343231155621
Shuanghu Fang, Dongyan Ding
The purpose of this study is to examine the relationship between stressful life events (SLE) and school engagement and to determine if there are some likely mediating variables between them. A sample of 1517 Chinese junior high school students (51.5% female) completed the adolescent self-rating life events checklist (ASLEC), Utrecht Work Engagement Scale-student (UWES-s), cognitive fusion questionnaire (CFQ), and positive psychological capital questionnaire (PPQ). The model was calculated using the PROCESS macro in SPSS. The serial mediator model revealed a significant negative effect of SLE on school engagement through psychological flexibility and psychological capital (effect = −.08, 95% CI [−.10, −.06]). There was also a direct mediating effect through psychological capital (effect = −.17, 95% CI [−.21, −.13]). The results of the present study may help to clarify mechanisms that might explain the association between SLE and school engagement. Future research on improving school engagement should consider the critical roles of psychological flexibility and psychological capital.
本研究旨在探讨压力性生活事件(SLE)与学校投入之间的关系,并确定两者之间是否存在一些可能的中介变量。选取1517名中国初中生(女性占51.5%),完成了青少年生活事件自评表(ASLEC)、学生乌得勒支工作投入量表(uws -s)、认知融合问卷(CFQ)和积极心理资本问卷(PPQ)。模型采用SPSS中的PROCESS宏进行计算。序列中介模型显示SLE通过心理灵活性和心理资本对学校投入有显著的负向影响(effect =−)。0.08, 95% ci[−。10−06])。心理资本也有直接中介效应(effect =−)。17, 95% ci[−。21日−13])。本研究的结果可能有助于阐明SLE与学校参与之间关系的机制。未来关于提高学校投入的研究应考虑心理灵活性和心理资本的关键作用。
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引用次数: 0
Editorial Notice 编辑注意到
3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-20 DOI: 10.1177/01430343221149286
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引用次数: 0
Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors 成就价值、教师自主支持和教师学业压力在促进高中生学业参与中的作用
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-19 DOI: 10.1177/01430343221150748
Taerim Lee, So E. Hong, Jieun Kang, S. M. Lee
This study investigated the effects of individual and contextual factors (students and classrooms) on academic engagement by adopting an analytical approach based on hierarchical linear modeling. The participants in this study included 906 high school students (42.7% male) from 42 classrooms in South Korea. We established that achievement value and teachers’ autonomy support had a statistically significant positive impact on academic engagement at both the student and classroom levels. However, teachers’ academic pressure had a positive impact on academic engagement only at the classroom level. Cross-level interaction effects between the student and classroom levels, achievement value (LV 1) and autonomy support (LV 2), teachers’ academic pressure (LV1) and achievement value (LV 2), and those on teachers’ academic pressure at both levels were also identified.
本研究采用基于层次线性模型的分析方法,考察了个体和情境因素(学生和课堂)对学习投入的影响。本研究的参与者包括来自韩国42个教室的906名高中生(42.7%)。我们确定成就价值和教师自主支持在学生和课堂层面上对学业投入都有统计学上显著的积极影响。然而,教师的学业压力仅在课堂层面上对学业投入有积极影响。学生与课堂水平、成就价值(LV1)与自主支持(LV 2)、教师学业压力(LV1)与成就价值(LV 2)、教师学业压力与学业价值(LV 2)的跨水平交互效应,以及两个水平对教师学业压力的交互效应。
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引用次数: 2
Assessing gender difference in mathematics achievement 评估数学成绩的性别差异
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-04 DOI: 10.1177/01430343221149689
Yujie Lu, Xuan Zhang, Xinlin Zhou
Gender differences in math-related professional achievements have been identified as a worldwide problem. Academic achievement assessments, however, have repeatedly revealed gender similarities. The observed gender similarity might be due to biased assessments that heavily rely on reading skills, which favors girls. The current study analyzed 29 international and within-country datasets representing a total of 9,471,692 students from 1,456 regions through four typical, large-scale student academic achievement assessments. The results showed a gender difference in mathematics achievements of greater than 0.76 (Cohen's d), favoring boys for each dataset after controlling for general reading achievements. The gender difference in mathematics achievements favoring boys exceeded 0.35 in each region, with a mean of 0.70 for 79 countries or jurisdictions in the 2018 Programme for International Student Assessment (PISA 2018) after controlling for general reading achievements. Dataset- and region-level gender differences are robust, suggesting that there is a clear gender difference in mathematics achievements that previous analyses have not identified due to the effect of reading achievements differences.
数学相关专业成就的性别差异已被认为是一个全球性问题。然而,学业成绩评估一再显示出性别相似性。观察到的性别相似性可能是由于严重依赖阅读技能的有偏见的评估,这种评估对女孩更有利。目前的研究通过四次典型的大规模学生学业成绩评估,分析了29个国际和国内数据集,代表了来自1456个地区的9,471,692名学生。结果显示,数学成绩的性别差异大于0.76 (Cohen’s d),在控制了一般阅读成绩后,每个数据集都倾向于男孩。在2018年国际学生评估项目(PISA 2018)中,男生在数学成绩上的性别差异超过0.35,在控制了一般阅读成绩后,79个国家或地区的平均成绩为0.70。数据集和地区层面的性别差异是稳健的,这表明数学成绩存在明显的性别差异,而之前的分析并未发现这一差异,因为阅读成绩差异的影响。
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引用次数: 0
‘Put students’ dreams first’: Student perspectives on secondary school climate improvement in Mongolia “把学生的梦想放在首位”:学生对蒙古中学气候改善的看法
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-29 DOI: 10.1177/01430343221147268
Oyundelger Enkhtur, Diana H Gruman, Michidmaa Munkhbat
Involving students in school improvement can yield many benefits for students and promote meaningful change in educational practices and policies. In this qualitative study, we centered the voices of Mongolian adolescents by soliciting their suggestions for improving safety and support in their schools. Reflexive thematic analysis was used to analyze written comments from 810 Mongolian secondary students grades 8 through 12, yielding five themes related to student voice, food, security, relationships, and holistic development. The aims of the study were to (a) identify similarities and differences between Mongolian student experiences and Western-based school climate research and (b) contribute to the dialogue about school improvement in Mongolia and other non-Western countries. Findings point to recommendations for providing adequate nutrition, ensuring safety, and meeting the basic psychological needs of students in Mongolian secondary schools.
让学生参与学校改进可以为学生带来许多好处,并促进教育实践和政策的有意义的变革。在这项定性研究中,我们通过征求蒙古青少年对改善学校安全和支持的建议,集中了他们的声音。采用自反主题分析法对810名8至12年级蒙古族中学生的书面评论进行了分析,得出了与学生声音、食物、安全、人际关系和整体发展有关的五个主题。该研究的目的是(a)确定蒙古学生经历与西方学校气候研究之间的异同,以及(b)促进蒙古和其他非西方国家关于学校改善的对话。调查结果指出了为蒙古中学学生提供充足营养、确保安全和满足基本心理需求的建议。
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引用次数: 2
The interconnected school context: Meta-analyses of the associations between peer aggression involvement and teacher-student relationship closeness 相互关联的学校情境:同伴攻击参与与师生关系亲密关系的元分析
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-20 DOI: 10.1177/01430343221138038
Amanda Krause, J. David Smith
A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students’ psychosocial development in the school context.
越来越多的文献记录了师生关系质量对学校环境中同伴攻击事件的持续性和减少性的贡献。研究文献表明,参与同伴攻击的学生在与老师的关系中也往往体验到较低程度的亲密感。然而,这些研究结果尚未汇总,影响的规模和方向仍不清楚。在本研究中,我们定量地综合了66项个体研究(N学生 = 352376),通过汇总过去20年文献中报道的同伴攻击参与和师生关系亲密度之间的横断面关联。在实施和受害与师生关系亲密度之间发现了一个小的、负面的、显著的关联,这表明经历过更多同伴攻击的学生与老师的关系也缺乏亲密度。还进行了三次慢化剂分析。学校水平或测量类型没有发现调节作用;然而,对于线人类型,发现了显著的调节作用。荟萃分析的结果为我们如何在学校环境中最好地支持学生的心理社会发展提供了直接的实践建议。
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引用次数: 1
Assessing Black intelligence: National and international perspectives on standardization sample appropriateness 评估黑人智力:标准化样本适当性的国家和国际视角
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-19 DOI: 10.1177/01430343221146558
Scott L. Graves
In their article Use of translated and adapted versions of the WISC-V: Caveat emptor, McGill and colleagues (2020) provide an excellent overview of issues related to the translation of cognitive assessment instruments into other languages and cultures. From a practical perspective, the translation of a psychological measure for use with a different population than it was originally developed is a dif fi cult endeavor, given differences in culture and language. The authors place a speci fi c emphasis on model development and the structural validity of the Wechsler Intelligence Scale for Children, 5th edition (WISC-V). More speci fi cally, the authors focus on the equating procedures used to validate the WISC-V Spanish and suggest that additional research is needed before it should be used. With that being said
McGill及其同事(2020)在他们的文章《使用WISC-V的翻译和改编版本:概不退换》中,对认知评估工具翻译成其他语言和文化的相关问题进行了很好的概述。从实践的角度来看,由于文化和语言的差异,翻译一种心理测量方法以供不同人群使用是一项艰巨的任务。作者特别强调模型开发和韦氏儿童智力量表的结构效度,第五版(WISC-V)。更具体地说,作者着重于用于验证WISC-V西班牙语的等效程序,并建议在使用之前需要进行额外的研究。话虽如此
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引用次数: 1
期刊
School Psychology International
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