Social Psychology of Education最新文献

Data from 318 diverse high school students from three different types of high schools in the United States were collected. School types varied by location (e.g., suburban, urban), size, and student demographics (e.g., race, ethnicity, socioeconomic status). Exploratory Factor Analysis (EFA) was conducted to examine the factor structure of the STRESS-Y. Mean comparisons were performed to assess variations in Racial Stress Appraisal across different school types. The EFA of the STRESS-Y confirmed its factor structure, supporting its validity as a measure of RSA in youth and we were able to extract two robust factors—Racial Threat Appraisal and Racial Support Appraisal. Mean comparisons revealed that Racial Threat Appraisal and Racial Support Appraisal varied across different school types, highlighting the influence of school context on students' experiences of racial stress. This study provides evidence for the validity of the STRESS-Y as a measure of Racial Stress Appraisal in youth. The findings demonstrate the importance of considering school type as a factor influencing students' experiences of racial stress as well as how support, racial coping, and stress management skills may help mitigate ongoing interpersonal harm that youth are experiencing. The validated measure and the understanding of the factors contributing to Racial Stress Appraisal can inform interventions aimed at supporting students in managing and coping with racial stressors in their respective school environments.

Because it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies’ findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors—gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors—(a) Family—parental educational background; parenting practices and interactions; parental involvement and support; (b) School—school location; school conditions, responsiveness, and practices; (c) Peers—peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement.

The role of peer relationships in a student’s study wellbeing has been emphasised in research. However, the development of functional relationships with peers in educational settings cannot be taken for granted. In this study, we aimed to understand the variations in upper secondary school students’ experiences of peer relationships in terms of sense of relatedness, cognitive and affective empathy skills and peer support for studying, and whether variation in these regards are related to study wellbeing. Two hundred and eighty Finnish upper secondary education students participated in the study. The data were analysed using latent profile analysis (LPA). Three distinct peer relationship profiles were detected among the students. Most of the students belonged to the functional peer relationship profile, while a minority belonged to either isolated or emotionally unrelated profiles. The students in the latter two profiles had a higher risk of experiencing challenges in study wellbeing in terms of reduced levels of study engagement and higher levels of study burnout symptoms. The findings imply that students in upper secondary education might need different kinds of support in building functional peer relationships. For example, some of them might benefit from learning empathy skills, while others might need support to meet their need for a sense of relatedness among peers.

Online and computer-assisted learning have become widespread in the rapidly evolving education landscape. However, these learning modalities uniquely challenge academic integrity, escalating the potential for academic cheating. This systematic review used thematic and narrative syntheses to examine the relationships and the effects of self-doubt and self-regulation on academic cheating in online and computer-assisted learning environments. It involved a sample of 93 peer-reviewed empirical studies published between 1998 and 2023 across five electronic databases adhering to the principles of the PRISMA framework. Findings reveal that different emotional, motivational, and cognitive factors act as primary mediators, while the individual, situational, and environmental factors were significant moderators. These findings underscore the context-dependent and inconsistent effects of self-doubt and self-regulation on academic cheating. Notably, while self-doubt and self-regulation exert opposing influences on academic cheating, other factors, such as gender, culture, performance, feedback, peer pressure, and proctoring, significantly modify these effects. Hence, the relationship between self-doubt, self-regulation, and academic cheating in online and computer-aided learning is thus intricate and dynamic, depending upon various individual, situational, and contextual elements that shape students’ motivation, emotions, and cognition. Therefore, this study contributes to the broader discourse on online and computer-aided learning by offering strategies to prevent and reduce academic cheating. Recommendations include promoting self-regulation, reducing self-doubt, focusing on specific mediators and moderators, and utilizing different resources and techniques to measure and identify academic cheating. The results underline the importance of a concerted, multi-faceted approach to upholding academic integrity in the era of digital learning.

Academic staff experience high levels of work-related stress and poor mental health. As a result, many institutions face high staff turnover. These outcomes may be driven by complex and, at times, apparently oppositional objectives academics need to meet around research and teaching. These factors may present both practical and social identity-based incompatibilities. The current study tested the role of these incompatibilities upon mental well-being and turnover. A sample of 141 UK resident academics completed scales measuring levels of social identification with being an academic, an educator and a researcher, identity based and practical incompatibility, mental health, experience of the workplace and turnover intention. No direct links were found between practical incompatibility and outcomes. However, higher identity incompatibility was related to poorer mental health. Identity incompatibility was also related to turnover intention, mediated by both mental health and workplace experience. Contrary to predictions, these effects were not moderated by identity difference or identity strength. The current findings present evidence that role-based incompatibilities have both practical and identity-based foundations and highlight important caveats to the benefits of multiple identities on well-being observed in other domains. The findings also suggest practical steps through which complex occupational roles can be best structured to improve mental health and reduce turnover.

This study explores the impact of adult basic education programs aimed at enhancing social inclusion for immigrant learners in the Netherlands. Basic literacy skills are vital for performing everyday tasks and building human capital, which in turn facilitates employment and skill acquisition. Low adult literacy is often associated with social exclusion and poverty, which can have detrimental effects on mental health and further reinforce marginalization. We analyzed two adult education programs (N = 171) conducted in 2019, within the context of lifelong learning policies designed to support adults with low literacy skills. Our findings confirm the positive effects of these educational programs on social inclusion outcomes. Through logistic regression and moderation analyses, we examined how participants’ sociodemographic backgrounds influenced their social inclusion outcomes following the program. Key pre-training conditions, such as prior education and employment status, influenced how participants engaged with a positively perceived learning environment. Assertiveness emerged as a significant outcome, affecting changes across various aspects of social inclusion. These results suggest that acquiring new skills empowers participants to reshape their self-perceived literacy identity. This study adds to the body of literature on adult education by emphasizing the importance of training design and sociodemographic factors in fostering social inclusion for immigrant learners.

Feelings of shock, a difficult professional socialization process and unrealistic expectations create a challenging career entry phase for teachers. Too many newly qualified teachers feel stressed and leave the profession early, leading to a lingering teacher shortage. Much research in the field and many well-meant support interventions follow a deficit perspective and overlook newly qualified teachers’ potential for school development. This study aimed to better understand how school principals, a crucial but comparatively under-researched stakeholder group, characterize newly qualified teachers’ competences. Q methodology was selected to holistically study the views of 24 principals of compulsory schools in Southern Sweden without imposing any potentially deficit-oriented categories. Following standard protocol and enriched with interviews, four distinct factors were identified and qualitatively interpreted. Results show that newly qualified teachers are perceived as confident and well-prepared concerning pedagogical and didactical aspects of their profession. Regarding the use of digital tools, they are regarded as assets for school development, while diversity management and relationship-building emerged as areas of improvement. Based on our findings, we argue for more practical elements during campus-based pre-service teacher education and an intensified focus on reflective teacher identity development. Teachers’ career entry phase should be treated as a specific area of in-service teachers’ professional development at teacher education institutions, where a strengthened cooperation with employing schools will be particularly important. We expect these adaptations to enhance the effectiveness and efficiency of support matters and provide future avenues that acknowledge newly qualified teachers’ expertise.

Although choosing a high school major is often adolescents’ first significant career decision, little is known about the factors that enable adolescents to choose a high school major autonomously (i.e., a major that reflects their values and preferences) or the familial and individual constellations that affect this decision. The current study examined the mediating role of adolescents’ identity processing style in the association between perceived parental need support and adolescents’ level of autonomous motivation when choosing their high school major. Second, we examined whether these proposed relationships differed for gender-stereotyped and non-stereotyped fields. The sample was composed of 571 9th -grade students (296 boys) who self-reported their perceived parental need support, motivation for choosing a high school major, identity processing style, and their preference for a high school major. Results showed that an informative identity style mediated the relationship between parental need support and adolescents’ autonomous motivation. Gender played a moderating role in this relationship so boys’ autonomous motivation for choosing a non-STEM major was more strongly linked to parental support than girls’ motivation to make a similar choice. In contrast, girls’ autonomous motivation for choosing a STEM major was more strongly related to the provision of parental support than boys. These findings emphasize the importance of nuanced parental need-support considering the students’ gender and major (STEM vs. non-STEM) and the need to promote self-exploration when deciding on a high school major.

This paper challenges the general claim that teachers are always central in the school success of refugee students (Engels et al., 2021; Ghasemi, 2021; Wubbels et al., 2006). A typological analysis based on the self-determination theory of Ryan and Deci (2017) was used to study how teacher-student interaction interplays with the sense of belonging and learning engagement of refugee students. In contrast to what studies from the Global North indicate, the analysis of the experiences of 15 refugee students in Costa Rican schools shows that teachers are less available and that refugee students may find alternative ways to succeed in school. Indeed, like other countries in the Global South, Costa Rica has seen a large influx of refugee students, and the educational system struggles in providing the appropriate support for the complex needs of these students. As such, teachers are not equipped to play a central role in the lives of refugee students. This study points out how important the role of peers is in successful engagement of refugee students in Costa Rican classrooms, more than those of teachers.

Bystanders’ helping behaviors are essential to mitigate bullying and its consequences, although bystanders do not always intervene on behalf of those who are victimized. One study (N = 170) tested, experimentally, the impact of different forms of common identities (one-group and dual-identity vs. control) on youth (aged between 12 and 19 years) bystanders’ helping behavioral intentions in the context of a common form of bias-based bullying (i.e., homophobic bullying). Results showed that dual-identity triggered more behavioral intentions to help victims of homophobic bullying. Overall, these findings extended previous studies illustrating the potential of common identities to foster bystanders’ helping responses to homophobic bullying episodes in the school context.