Rami Tolmacz, Adar Ben-Eliyahu, Mario Mikulincer, Yaniv Efrati
Introduction: One's sense of entitlement-the subjective perception of what one deserves from another person-can contribute to social attitudes and behaviour in positive or negative ways, depending on the way in which one construes this subjective sense. Previous work has examined how adolescents' sense of entitlement towards their parents contributes positively or negatively to their well-being. In this study, we extend this line of research and focus on adolescents' sense of entitlement towards another important authority figure-teachers, while examining its associations with both students' and teachers' characteristics and implications for students' functioning at school.
Method: We adapted the Adolescents' Sense of Relational Entitlement towards Parents scale to tap students' relational entitlement towards their teachers. We then examined the factor structure of the adapted scale and its associations with students' and teachers' relevant psychological measures in three samples (N = 1588).
Results: Findings confirmed the three-factor structure of student-teacher entitlement. Studies 2-3 also revealed that students' sense of entitlement was associated with both students' variables (e.g., psychological well-being, self-esteem, perceptions of teachers' acceptance of them and students' school engagement) and teachers' emotional difficulties. Study 3's findings indicated that students' sense of entitlement was associated with their school engagement.
Conclusion: Students' sense of entitlement towards teachers seems to be associated with teachers' emotional makeup and attitudes towards students. In addition, this subjective sense is associated with students' school engagement. These findings suggest that there is theoretical value and practical implications for further unpacking both teachers' and students' factors associated with students' sense of entitlement and examining its association with academic functioning at school.
{"title":"Student-teacher relational entitlement and its association with students' and teachers' characteristics.","authors":"Rami Tolmacz, Adar Ben-Eliyahu, Mario Mikulincer, Yaniv Efrati","doi":"10.1111/bjep.12708","DOIUrl":"https://doi.org/10.1111/bjep.12708","url":null,"abstract":"<p><strong>Introduction: </strong>One's sense of entitlement-the subjective perception of what one deserves from another person-can contribute to social attitudes and behaviour in positive or negative ways, depending on the way in which one construes this subjective sense. Previous work has examined how adolescents' sense of entitlement towards their parents contributes positively or negatively to their well-being. In this study, we extend this line of research and focus on adolescents' sense of entitlement towards another important authority figure-teachers, while examining its associations with both students' and teachers' characteristics and implications for students' functioning at school.</p><p><strong>Method: </strong>We adapted the Adolescents' Sense of Relational Entitlement towards Parents scale to tap students' relational entitlement towards their teachers. We then examined the factor structure of the adapted scale and its associations with students' and teachers' relevant psychological measures in three samples (N = 1588).</p><p><strong>Results: </strong>Findings confirmed the three-factor structure of student-teacher entitlement. Studies 2-3 also revealed that students' sense of entitlement was associated with both students' variables (e.g., psychological well-being, self-esteem, perceptions of teachers' acceptance of them and students' school engagement) and teachers' emotional difficulties. Study 3's findings indicated that students' sense of entitlement was associated with their school engagement.</p><p><strong>Conclusion: </strong>Students' sense of entitlement towards teachers seems to be associated with teachers' emotional makeup and attitudes towards students. In addition, this subjective sense is associated with students' school engagement. These findings suggest that there is theoretical value and practical implications for further unpacking both teachers' and students' factors associated with students' sense of entitlement and examining its association with academic functioning at school.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762587","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}
Alessandro Cuder, Sandra Pellizzoni, Miriana Di Marco, Claudia Blason, Eleonora Doz, David Giofrè, Maria Chiara Passolunghi
Introduction: In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school.
Methods: We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions.
Results: Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice.
Conclusion: Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.
{"title":"The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study.","authors":"Alessandro Cuder, Sandra Pellizzoni, Miriana Di Marco, Claudia Blason, Eleonora Doz, David Giofrè, Maria Chiara Passolunghi","doi":"10.1111/bjep.12707","DOIUrl":"https://doi.org/10.1111/bjep.12707","url":null,"abstract":"<p><strong>Introduction: </strong>In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school.</p><p><strong>Methods: </strong>We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions.</p><p><strong>Results: </strong>Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice.</p><p><strong>Conclusion: </strong>Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560342","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}
Chiara Scuotto, Stefano Triberti, Maria Luisa Iavarone, Pierpaolo Limone
Background: Morality and moral reasoning develop over the course of life, but such development may encounter obstacles. Psycho-educational interventions could be designed to improve moral reasoning and attitude towards prosociality. In the last decades, many interventions employed digital technologies ranging from multicomponent online platforms to serious games and virtual reality, making use of interactivity and immersive properties that could make moral stimuli more engaging.
Aims: This study aimed at reviewing the literature on digital interventions to support morality and moral reasoning, carried out with subjects of all age groups.
Methods and results: Two electronic databases were searched with a systematic approach, and retrieved publications were scanned by authors against inclusion criteria. Twenty-three articles were reviewed. In general, the literature describes encouraging results of digital interventions to support morality. Moreover, a huge variety of morality conceptualizations emerged across various contexts (e.g., professional, school and sports) as well as various outcome measurements (e.g., change in attitudes and change in behaviour).
Conclusions: Effectiveness of digital interventions may relate to immersive and interactive simulations in particular, in that they allow participants not only to learn about moral rules and principles but also to actively exercise their own morality to make decisions. Future research may build on the present scoping review to analyse specific types of interventions' effectiveness with a meta-analytical approach.
{"title":"Digital interventions to support morality: A scoping review.","authors":"Chiara Scuotto, Stefano Triberti, Maria Luisa Iavarone, Pierpaolo Limone","doi":"10.1111/bjep.12706","DOIUrl":"https://doi.org/10.1111/bjep.12706","url":null,"abstract":"<p><strong>Background: </strong>Morality and moral reasoning develop over the course of life, but such development may encounter obstacles. Psycho-educational interventions could be designed to improve moral reasoning and attitude towards prosociality. In the last decades, many interventions employed digital technologies ranging from multicomponent online platforms to serious games and virtual reality, making use of interactivity and immersive properties that could make moral stimuli more engaging.</p><p><strong>Aims: </strong>This study aimed at reviewing the literature on digital interventions to support morality and moral reasoning, carried out with subjects of all age groups.</p><p><strong>Methods and results: </strong>Two electronic databases were searched with a systematic approach, and retrieved publications were scanned by authors against inclusion criteria. Twenty-three articles were reviewed. In general, the literature describes encouraging results of digital interventions to support morality. Moreover, a huge variety of morality conceptualizations emerged across various contexts (e.g., professional, school and sports) as well as various outcome measurements (e.g., change in attitudes and change in behaviour).</p><p><strong>Conclusions: </strong>Effectiveness of digital interventions may relate to immersive and interactive simulations in particular, in that they allow participants not only to learn about moral rules and principles but also to actively exercise their own morality to make decisions. Future research may build on the present scoping review to analyse specific types of interventions' effectiveness with a meta-analytical approach.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472489","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}
Hanna Lindström‐Sandahl, Joakim Samuelsson, Henrik Danielsson, Stefan Samuelsson, Åsa Elwér
BackgroundEarly numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design.AimThis pre‐ and post‐test randomized controlled study evaluated the effects of an intensive 9‐week numeracy and arithmetic programme for second‐grade students at risk for early MDs. The focus of the programme was students’ foundational understanding of numbers and mathematical concepts and procedural fluency with arithmetic tasks.SampleA total of 753 first‐grade students from 21 schools in Sweden were screened for low achievement in number knowledge and arithmetic.MethodsStudents considered at risk for MDs (≤25 percentile on two consecutive first‐grade mathematics screenings) were individually randomized to an intervention group (n = 32) or control group (n = 30) at the beginning of second grade (7–8 years old). Trained teachers administered the one‐to‐one, explicit programme to intervention group students in elementary school settings. The intervention group received numeracy instruction emphasizing foundational mathematics concepts and procedures. Controls received teaching as usual with potential special education support provided by their schools.ResultsThe intervention group demonstrated significantly greater improvements in conceptual knowledge, arithmetic calculations and problem‐solving compared to the control group, with medium size effects observed.ConclusionsA supplemental and intensive programme, with explicit instruction emphasizing numeracy, substantially improved knowledge and skills essential for arithmetic learning. Instruction in conceptual number knowledge and procedures also shows a significant impact on basic arithmetic problem‐solving.
{"title":"A randomized controlled study of a second grade numeracy intervention with Swedish students at‐risk of mathematics difficulties","authors":"Hanna Lindström‐Sandahl, Joakim Samuelsson, Henrik Danielsson, Stefan Samuelsson, Åsa Elwér","doi":"10.1111/bjep.12705","DOIUrl":"https://doi.org/10.1111/bjep.12705","url":null,"abstract":"BackgroundEarly numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design.AimThis pre‐ and post‐test randomized controlled study evaluated the effects of an intensive 9‐week numeracy and arithmetic programme for second‐grade students at risk for early MDs. The focus of the programme was students’ foundational understanding of numbers and mathematical concepts and procedural fluency with arithmetic tasks.SampleA total of 753 first‐grade students from 21 schools in Sweden were screened for low achievement in number knowledge and arithmetic.MethodsStudents considered at risk for MDs (≤25 percentile on two consecutive first‐grade mathematics screenings) were individually randomized to an intervention group (<jats:italic>n</jats:italic> = 32) or control group (<jats:italic>n</jats:italic> = 30) at the beginning of second grade (7–8 years old). Trained teachers administered the one‐to‐one, explicit programme to intervention group students in elementary school settings. The intervention group received numeracy instruction emphasizing foundational mathematics concepts and procedures. Controls received teaching as usual with potential special education support provided by their schools.ResultsThe intervention group demonstrated significantly greater improvements in conceptual knowledge, arithmetic calculations and problem‐solving compared to the control group, with medium size effects observed.ConclusionsA supplemental and intensive programme, with explicit instruction emphasizing numeracy, substantially improved knowledge and skills essential for arithmetic learning. Instruction in conceptual number knowledge and procedures also shows a significant impact on basic arithmetic problem‐solving.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503450","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}