Pub Date : 2023-10-16DOI: 10.1007/s11218-023-09856-1
Lena Hollenstein, Christine M. Rubie-Davies, Christian Brühwiler
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.
{"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}
Pub Date : 2023-10-07DOI: 10.1007/s11218-023-09849-0
Zheng Li, Christine Rubie-Davies, Zhuo Wu
{"title":"Stronger teacher expectation effects on foreign language learning: Student perceptions of the classroom environment as moderators","authors":"Zheng Li, Christine Rubie-Davies, Zhuo Wu","doi":"10.1007/s11218-023-09849-0","DOIUrl":"https://doi.org/10.1007/s11218-023-09849-0","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135253311","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}
Pub Date : 2023-10-06DOI: 10.1007/s11218-023-09850-7
Pamela Sheffler, Cecilia S. Cheung
Abstract Peers become especially influential in adolescence, a developmental period marked by a nadir in school motivation. In the classroom, adolescents often engage in social comparison with their peers to ascertain their own academic competence, which can have substantial effects on their motivation and learning. The present experimental study examined how peer mindset and social comparison processes may interact to affect adolescents’ learning outcomes and responses to social comparison. Participants ( N = 120, M age = 12.73 years, 58% female) created avatars to virtually represent themselves and heard growth mindset or neutral statements from purported peer avatars. They then completed a series of online, self-report surveys measuring their learning outcomes, completed problem-solving tasks, and received feedback on their and their peers’ performance via a virtual leaderboard. Multivariate between-group comparison revealed growth mindset peers increased adolescents’ learning outcomes, while social comparison dampened outcomes. No interactions between peer growth mindset and social comparison were found.
同龄人在青春期变得特别有影响力，这是一个以学习动机最低点为标志的发展时期。在课堂上，青少年经常与同龄人进行社会比较，以确定自己的学术能力，这对他们的动机和学习有实质性的影响。本研究旨在探讨同伴心态和社会比较过程如何相互作用影响青少年的学习成果和社会比较反应。参与者(N = 120, M = 12.73岁，58%为女性)创建虚拟形象来代表自己，并从所谓的同伴虚拟形象中听到成长心态或中性言论。然后，他们完成了一系列在线自我报告调查，衡量他们的学习成果，完成解决问题的任务，并通过虚拟排行榜收到关于他们和同龄人表现的反馈。多变量组间比较发现，成长心态的同伴提高了青少年的学习成绩，而社会比较则抑制了学习成绩。同伴成长心态与社会比较无交互作用。
{"title":"Growth mindset and social comparison effects in a peer virtual learning environment","authors":"Pamela Sheffler, Cecilia S. Cheung","doi":"10.1007/s11218-023-09850-7","DOIUrl":"https://doi.org/10.1007/s11218-023-09850-7","url":null,"abstract":"Abstract Peers become especially influential in adolescence, a developmental period marked by a nadir in school motivation. In the classroom, adolescents often engage in social comparison with their peers to ascertain their own academic competence, which can have substantial effects on their motivation and learning. The present experimental study examined how peer mindset and social comparison processes may interact to affect adolescents’ learning outcomes and responses to social comparison. Participants ( N = 120, M age = 12.73 years, 58% female) created avatars to virtually represent themselves and heard growth mindset or neutral statements from purported peer avatars. They then completed a series of online, self-report surveys measuring their learning outcomes, completed problem-solving tasks, and received feedback on their and their peers’ performance via a virtual leaderboard. Multivariate between-group comparison revealed growth mindset peers increased adolescents’ learning outcomes, while social comparison dampened outcomes. No interactions between peer growth mindset and social comparison were found.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"1 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":"135350453","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}
Pub Date : 2023-10-06DOI: 10.1007/s11218-023-09836-5
Jannika Haase, Elisabeth Höhne, Bettina Hannover, Nele McElvany, Lysann Zander
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.
{"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}
Pub Date : 2023-10-04DOI: 10.1007/s11218-023-09847-2
Jonne Bloem, Barbara Flunger, Kim Stroet, Lisette Hornstra
{"title":"Correction to: “Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes”","authors":"Jonne Bloem, Barbara Flunger, Kim Stroet, Lisette Hornstra","doi":"10.1007/s11218-023-09847-2","DOIUrl":"https://doi.org/10.1007/s11218-023-09847-2","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135596115","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}
Pub Date : 2023-09-19DOI: 10.1007/s11218-023-09845-4
Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner
Abstract Self-regulated learning (SRL) is crucial for successful lifelong learning and an important educational goal. For students to develop SRL skills, they need appropriate SRL support from teachers in the classroom. Teachers, who are aware of their students’ strengths and weaknesses in SRL, can promote SRL more adaptively. This requires teachers to assess students’ SRL skills accurately. However, there is little research on teachers’ diagnostic competences in SRL. To address this research gap, the present exploratory study investigates teachers’ content knowledge about SRL, assessment activities, and accuracy in judging their students’ SRL. Furthermore, the study examines whether teachers’ characteristics and competences in SRL are associated with the accuracy of their judgments. The study included 41 lower secondary school teachers and their 173 students. The students completed metacognitive knowledge tests on several SRL skills while the teachers made predictions about the students’ metacognitive knowledge of those SRL skills. The results indicate that not all teachers were familiar with the assessment of SRL. Moreover, teachers exhibited greater familiarity with offline assessments of SRL than online assessments and a noteworthy proportion of teachers employed assessment activities that were not diagnostic of SRL. Low correlations between students’ actual test scores and teachers’ judgments generally revealed low accuracy for teachers in assessing their students’ metacognitive knowledge of various SRL skills. Teachers’ characteristics and competences in SRL were mainly uncorrelated with their judgment accuracy. Overall, these results highlight the need for further attention and support for teachers in developing their diagnostic competences in SRL.
{"title":"Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy","authors":"Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner","doi":"10.1007/s11218-023-09845-4","DOIUrl":"https://doi.org/10.1007/s11218-023-09845-4","url":null,"abstract":"Abstract Self-regulated learning (SRL) is crucial for successful lifelong learning and an important educational goal. For students to develop SRL skills, they need appropriate SRL support from teachers in the classroom. Teachers, who are aware of their students’ strengths and weaknesses in SRL, can promote SRL more adaptively. This requires teachers to assess students’ SRL skills accurately. However, there is little research on teachers’ diagnostic competences in SRL. To address this research gap, the present exploratory study investigates teachers’ content knowledge about SRL, assessment activities, and accuracy in judging their students’ SRL. Furthermore, the study examines whether teachers’ characteristics and competences in SRL are associated with the accuracy of their judgments. The study included 41 lower secondary school teachers and their 173 students. The students completed metacognitive knowledge tests on several SRL skills while the teachers made predictions about the students’ metacognitive knowledge of those SRL skills. The results indicate that not all teachers were familiar with the assessment of SRL. Moreover, teachers exhibited greater familiarity with offline assessments of SRL than online assessments and a noteworthy proportion of teachers employed assessment activities that were not diagnostic of SRL. Low correlations between students’ actual test scores and teachers’ judgments generally revealed low accuracy for teachers in assessing their students’ metacognitive knowledge of various SRL skills. Teachers’ characteristics and competences in SRL were mainly uncorrelated with their judgment accuracy. Overall, these results highlight the need for further attention and support for teachers in developing their diagnostic competences in SRL.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135061315","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}
Pub Date : 2023-09-19DOI: 10.1007/s11218-023-09841-8
Eli Vibeke Eriksen, Lene Vestad, Edvin Bru, Simona C. S. Caravita
Abstract This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students’ ( N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that individual changes in social competencies are related to individual changes in academic engagement partially via individual changes in classroom relationships was tested. The results indicated an average decline for all variables, particularly emotional engagement. Changes in social competencies were associated with changes in classroom relationships and indirectly with changes in academic engagement via changes in emotional support from teachers. A direct association was found between changes in social awareness and behavioral engagement. The findings reflect that the promotion of social competencies in lower secondary school may foster positive classroom relationships and academic engagement, mainly via perceived social awareness for behavioral engagement or via emotional support from teachers for both dimensions of academic engagement.
{"title":"Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students","authors":"Eli Vibeke Eriksen, Lene Vestad, Edvin Bru, Simona C. S. Caravita","doi":"10.1007/s11218-023-09841-8","DOIUrl":"https://doi.org/10.1007/s11218-023-09841-8","url":null,"abstract":"Abstract This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students’ ( N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that individual changes in social competencies are related to individual changes in academic engagement partially via individual changes in classroom relationships was tested. The results indicated an average decline for all variables, particularly emotional engagement. Changes in social competencies were associated with changes in classroom relationships and indirectly with changes in academic engagement via changes in emotional support from teachers. A direct association was found between changes in social awareness and behavioral engagement. The findings reflect that the promotion of social competencies in lower secondary school may foster positive classroom relationships and academic engagement, mainly via perceived social awareness for behavioral engagement or via emotional support from teachers for both dimensions of academic engagement.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014749","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}
Pub Date : 2023-09-14DOI: 10.1007/s11218-023-09844-5
Iris Yili Wang, Randolph C. H. Chan, Hui Wang
{"title":"The associations of procrastination with preservice teachers’ stress and experiences during the COVID-19 pandemic: A three-wave longitudinal investigation","authors":"Iris Yili Wang, Randolph C. H. Chan, Hui Wang","doi":"10.1007/s11218-023-09844-5","DOIUrl":"https://doi.org/10.1007/s11218-023-09844-5","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913075","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}
Pub Date : 2023-09-14DOI: 10.1007/s11218-023-09827-6
Juan Cai, Koen Lombaerts
{"title":"Self-regulation matters: Examining the relationship between classroom learning environments and student motivation through structural equation modeling","authors":"Juan Cai, Koen Lombaerts","doi":"10.1007/s11218-023-09827-6","DOIUrl":"https://doi.org/10.1007/s11218-023-09827-6","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911838","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}
Pub Date : 2023-09-13DOI: 10.1007/s11218-023-09842-7
Lenka Kollerová, Petr Květon, Kateřina Zábrodská, Pavlína Janošová
{"title":"Correction to Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues","authors":"Lenka Kollerová, Petr Květon, Kateřina Zábrodská, Pavlína Janošová","doi":"10.1007/s11218-023-09842-7","DOIUrl":"https://doi.org/10.1007/s11218-023-09842-7","url":null,"abstract":"","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134989977","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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