Social Psychology of Education最新文献

Students’ homework emotions greatly influence the quality of homework, learning activities, and even academic achievement and burden. Therefore, encouraging students’ positive homework emotions is essential for their development. This study aimed to investigate the relationship between three types of teachers’ homework feedback (checking homework on the board, grading homework, and constructive comments), students’ positive and negative homework emotions in Chinese subjects while taking into account the mediating effect of academic self-esteem and gender differences in these underlying relationships. 928 elementary school students of 4–6th grade participated in this survey and completed scales. Results showed that (1) checking homework on the board and constructive comments positively impacted students' positive emotions, while checking homework on the board negatively influenced students’ negative emotions. In contrast, constructive comments did not impact students’ negative emotions. Furthermore, grading homework had no significant effect on students’ emotions; (2) academic self-esteem mediated the relationship between teachers' homework feedback and students’ homework emotions, and (3) gender moderated some underlying relationships between teachers’ homework feedback, students’ homework emotions, and academic self-esteem. This study has implications for teachers in designing and choosing high-quality homework feedback, encouraging students’ positive homework emotions, and reducing students’ negative homework emotions.

Personal best (PB) goal setting refers to the pursuit of individual improvement through striving to outperform a previous best level of performance or effort. Although promising evidence has been building, numerous empirical questions remain to be answered, including how PB goal setting may operate alongside various contextual predictors of academic functioning. Applying the Academic Demands-Resources (AD-R) framework, the present study examined how academic resources and demands (conceptualized by way of teachers’ interpersonal styles: autonomy-supportive and psychologically-controlling/thwarting teaching) and personal resources (PB goal setting) are associated with parent reports of students’ behavioral engagement (homework behavior). The study comprised 414 Australian secondary school students. Results of structural equation modeling revealed that PB goal setting significantly predicted positive homework behavior and also moderated the association between psychologically-controlling teaching practices and homework behavior, such that PB goal setting was associated with positive homework behavior under conditions of high demands. The present work highlights the potentially unique contribution of PB goal setting in facilitating students’ adaptive engagement and demonstrates the utility of the AD-R framework for better understanding students’ engagement in the academic context.

Dropout is a problematic issue in education due to its high prevalence and impact on students and society. In fact, it can limit students’ future options, and it involves a substantial cost for public budgets in most countries. This is not an easy problem to solve, since student dropout is a complex decisional process involving such factors as personal and contextual characteristics, educational variables, and psychosocial aspects. Very few studies have examined whether sociodemographic and psycho-educational variables affect educational dropout at different academic levels. For this reason, the present study aims to provide a better understanding of the role of several variables (age, academic results, gender, sexual orientation, academic help-seeking, academic self-efficacy, and planning as a strategy to cope with academic stress) in educational dropout thoughts in a sample of 759 students resident in Spain (age: M = 22.91, 74.0% women). Regression analyses showed that dropout thoughts were significantly predicted by academic results, planning, sexual orientation, academic self-efficacy, and academic help-seeking. Agreements and discrepancies with previous research are discussed. The results of the current study can be used by educators, policy makers and institutions to develop programmes to reduce student dropout by enhancing self-regulated learning strategies.

Abstract

This study examined the impacts of internationalization-at-home efforts on intercultural interactions and outcomes for domestic graduate students through a Cultural Partner Program. Ninety-seven participants were recruited from a public research university in the southeastern part of the U.S. Among them, 68 participated in an experimental group in which each of them was paired up with an incoming graduate-level international student to conduct intercultural activities over one semester. All participants took pre- and post-test surveys including psychosocial measures such as wellbeing, intercultural competency, stress, and perceived support. The regression analyses found a significant conditional difference between experimental and control groups in well-being but not other variables. Standardized mean difference analyses revealed improvements present between the experimental group and control group in perceived support and interaction attentiveness and stress. University campuses need to allocate greater lengths of time and resources for graduate students to be a part of intercultural interactions on campus throughout their study.

Being able to defend victims of school bullying is central in any intervention; thus, it seems paramount to investigate which factors may contribute to defending behavior. The present report aims to investigate whether empathic self-efficacy is associated with helping behavior and whether interpersonal factors (i.e., social preference and student-teacher relationship) may interact with it. The sample comprised 249 middle-school students (47.80% boys) aged 11–14 years, who received peer nominations on defending behavior and social preference. Self-reports were used to assess empathic self-efficacy and the relationship with the teachers. Results highlight a positive association between empathic self-efficacy and defending behavior when social preference and a positive relationship with teachers were average or high but not when they were low. Results are discussed in light of the importance of considering individual and interpersonal factors to understand defending in bullying situations and to develop intervention programs.

Past laboratory work has shown that exposure to similar peers who represent success in STEM (i.e., math-talented female peer role models) can bolster female college students’ math performance and STEM experiences. What is less clear is how students at intersecting identities of gender, ethnicity, and math identification differ in their similarity perceptions of female peer role models (PRMs) as well as how the PRMs’ ethnicity and background information (i.e., academic-related and personal-related) influences students’ similarity perceptions. In the current work, Latina and White female PRMs gave two presentations in college Calculus classes over the course of one semester. After the second presentation students completed quantitative and qualitative measures to assess perceived similarity with the PRMs. Across both measures results showed that (1) students generally perceived themselves to be similar to PRMs, (2) students felt more academically than personally similar to PRMs, (3) when the PRMs’ ethnicity matched the students’ ethnicity the academic-personal similarity difference was smaller, and (4) depending on students’ gender and level of math identification their similarity perceptions differed. Given PRM similarity has been shown to be a significant factor in the effectiveness of PRMs these findings emphasize the importance of considering students’ intersecting identities and PRM background information when attempting to highlight similarity with PRMs.

Having a clear and stable sense of how one performs in a field is a key contributor to goal pursuit. Performance feedback is often considered a crucial resource for developing this clear and stable self-knowledge but may be less optimally integrated when feedback is considered inaccurate or dishonest. The current paper investigates how such feedback perceptions may limit the development of people’s ability self-concept, and how workplace contexts can restrict communication. A 2-week daily diary study among 197 junior researchers working in STEM-fields (N = 1,353 data points) showed that those in more competitive (vs. more collaborative) work environments overall perceived feedback as more inaccurate and dishonest (but not as more positively inflated). These results did not differ for men and women, showing that both face negative consequences of working in a more competitive context in terms of their ability to get high-quality feedback. On the daily level, results showed that days on which people received more inaccurate and dishonest (but not positively inflated) feedback were also days on which they reported higher imposter feelings, and lower ability self-esteem, self-concept clarity, and self-concept stability. In turn, days on which people felt more like an imposter and reported lower ability self-esteem, self-concept clarity, and self-concept stability, were also days on which motivation was lower. Ability self-esteem and self-concept clarity (but not imposter feelings and self-concept stability) were also related to lower daily risk-taking tendencies. Together, these results show that an important contextual factor– the perceived competitiveness of one’s work environment - influences feedback inaccuracy and dishonesty, with consequences for the ability to develop a clear, stable and certain ability self-concept.

The multifaceted nature of peer social status entails personal benefits and potential detrimental effects that are particularly relevant to adolescents, as they place a higher emphasis on popularity and being well-liked compared to other stages of development. The study examined adolescents' motivational constructs related to gaining or changing popularity and likeability and their associations with other social status factors on a sample of 280 secondary school students from a single urban school. It aimed to establish and examine the psychometric properties of four popularity motivation scales (self-efficacy and mindset for popularity and likability), investigate their construct validity, and explore their relationship with participants' social status goals and self-beliefs. The study's results confirmed the existence of four distinct motivational dimensions related to popularity that were found to correspond with various social status goals and self-beliefs, suggesting that adolescents hold motivations for changing their popularity and likability that might align with other social status factors. In addition, the study found that mindset for popularity and likability had limited associations with other social status self-beliefs, indicating that the belief in the capacity to change one's popularity and likability may have a smaller impact on overall perceptions of social status compared to self-efficacy.

School burnout is a growing problem among university students. This two-wave longitudinal study examined the mediating effects of academic self-efficacy, grit, and academic resilience in the relationship between academic perfectionism and helicopter parenting, and school burnout in university students based on the Theory of Self- vs. Externally-Regulated Learning (SRL vs. ERL), and Social Cognitive Theory (SCT). A total of 481 college students completed measurements at Time 1 (T1) and Time 2 (T2) (M_age = 22.2; 61.5% female, 38.5% male). For analysis, the SPSS version 26 and Mplus version 7.0 were used. The results reveal that academic self-efficacy, grit, and academic resilience at Time 2 mediate the relationship between academic perfectionism and helicopter parent attitude at Time 1 and school burnout at Time 2. These findings reveal the key role of self-efficacy, grit, and academic resilience in reducing school burnout.

Undergraduates’ use of academic libraries is associated with academic achievement, but library research resources are underutilized, and little is known about what factors contribute to students’ use of these resources. A random sample of undergraduate students from a historically women’s college in the United States (N = 207; 59.2% white; 87.7% female or transfemale, 5.9% gender queer, 5.9% gender non-conforming, and 0.5% other gender) reported on their information literacy self-efficacy, attitudes toward research in undergraduate courses, and behavioral intentions to engage with library resources and services using an anonymous online questionnaire. Controlling for past library research and class year, results indicated that self-efficacy and positive research disposition were associated with greater library research intentions (βs ≥ 0.246, ps ≤ 0.005), with positive disposition related to intentions most strongly among students of underrepresented racial and ethnic identities (b = 0.4817, p <.0001). Surprisingly, greater research anxiety was associated with greater library research intentions (β = 0.345, p =.005), and no significant relation emerged for perceived usefulness (p ≥.05). Self-efficacy is an important factor in library research intentions, and attitudes should be assessed multidimensionally as they relate to library research intentions in different ways. Future research should apply these findings to library instruction and research methods course design to enhance student self-efficacy, encourage library use, and promote success in undergraduate learning.