Social Psychology of Education最新文献

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.

Gender differences in reading and math have been reported for many years. Girls outperform boys in reading (representing a school domain stereotyped as female); boys often perform slightly better in math (a stereotypical male domain). Research has so far investigated the contribution of domain-specific academic self-concepts and interests as well as gender stereotypes to these gender differences. Students’ gender role attitudes (GRAs) and their relation with gender disparities in school performance, however, have been studied little. This study examines if students’ GRAs contribute to explaining boys’ higher math achievement and girls’ higher reading achievement. Using PISA-2009 data from Germany, the sample included 9,460 grade nine students (49.70% girls; M_age = 15.61 years). Regression analyses revealed that egalitarian GRAs are beneficial for all students. Still more so for girls, egalitarian GRAs help girls perform particularly well in reading and compensate for possible disadvantages in math. In reading, girls with egalitarian GRAs reached higher performance scores than boys with egalitarian GRAs. In math, girls with egalitarian GRAs scored nearly as high as boys with egalitarian GRAs. Boys also benefited from egalitarian GRAs, although not as much as girls. Although gender disparities in reading and math achievement were explained only partly by students’ GRAs, supporting boys and girls in endorsing egalitarian GRAs is worthwhile as they may help to increase societal gender equality more broadly.

The stereotype content model (SCM) describes that groups of people are mainly appraised according to two dimensions: warmth and competence. The present study’s aim was to investigate possible stereotyped perceptions held by Grade 12 students in Flanders (the northern part of Belgium) of students in the three major educational tracks. They were asked for ingroup and outgroup evaluations, both in general and for different personality traits. As expected, evidence was found for ingroup favouritism, meaning that respondents rated students from their own educational track more positively compared to students in other educational tracks. The status hierarchy between educational tracks in Flanders was reflected in the judgements of respondents from the general track and respondents from the technical track. Respondents from the vocational track showed a reverse pattern, which can be explained by social identity theory and an anti-school culture in vocational education. Finally, for positively formulated personality traits, the warmth-competence dimensionality of the judgements was confirmed together with the compensation hypothesis of the SCM, stating that lower ratings on warmth covary with higher ratings on competence (and vice versa).

According to UNESCO, educating all children in the same classrooms, with adequate support and taking into consideration their different needs, provides benefits for everyone. However, public opinion about inclusive education is rarely uniform and often unsupportive. While public support for placing pupils with special needs in regular classes is crucial for both legislation and the implementation of effective inclusive practices, knowledge about the predictors of this support is limited. Additionally, we know relatively little about how support for inclusion varies depending on the type of disadvantage. In this study, we examine the role of different empathy-related processes (perspective taking, empathic concern, personal distress) in public support for the inclusion of six different groups involving pupils disadvantaged by their social background, physical disabilities, and intellectual disabilities. Using data from a Czech nationally representative survey (2022), and multilevel ordinal logistic models, we found differences in the effects of empathy on the support for inclusion depending on the type of pupils’ disadvantage. While perspective taking is not associated with support for any group, and personal distress lowers the support for inclusion, individuals with higher levels of empathic concern are more supportive of inclusion regardless of the type of disadvantage. Furthermore, we found that extended contact with a disadvantaged child increases support for inclusion.