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Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-04-05 Sara Costa, Laura Soledad Norton, Sabine Pirchio
Grades are the universal tool for measuring students’ performance at school. However, other competency-based evaluation methods have shown to have a stronger impact on the learning quality. We investigated how different methods are collectively represented and discursively constructed among students at an Italian high school class. Thematic analysis was applied to 4 focus groups of about one hour conducted
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Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-04-05 Chin-Lung Chien, Shih-Chi Hsu, Tzu-Hsiang Lin
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Has COVID-19 changed pre-service teachers perceptions of the profession? Yes, but not necessarily in bad ways Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-04-05 Kendra Wells, Lia M. Daniels
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Reducing the gender gap on adolescents’ interest in study fields: The impact of perceived changes in ingroup gender norms and gender prototypicality Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-04-04 Vincenzo Iacoviello, Giulia Valsecchi, Matthieu Vétois, Juan M. Falomir-Pichastor
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“Failure-to-warn” when giving advice to students? No evidence for an ethnic bias among teacher students in Germany Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-03-28
Abstract Receiving appropriate, unbiased advice from their teachers is important for students’ smaller- and larger-scale educational decisions. However, teachers’ concerns about being or appearing to be prejudiced may interfere and lead them to provide encouraging advice to students belonging to negatively stereotyped groups even when it is not warranted (failure-to-warn phenomenon). In this experimental
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Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-03-21
Abstract This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially
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Examining the effects of socioeconomic status indicators on the association between growth mindset and sense of belonging to school Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-03-11
Abstract In school settings, students’ mindset about intelligence (i.e., fixed versus growth mindset) and their sense of belonging to school (SBS) have both been shown to predict academic attainment. However, these constructs have rarely been examined together although both were found to be impacted by students’ socioeconomic status (SES). Across the literature, findings are inconsistent concerning
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The relationship between teachers' homework feedback, students' homework emotions, and academic self-esteem: A multi-group analysis of gender differences Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-03-09 Rui Gou, Xin Yang, Xiaohui Chen, Chun Cao, Ning Chen
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Students’ thoughts about dropping out: Sociodemographic factors and the role of academic help-seeking Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-03-07 Sergi Martín-Arbós, Elena Castarlenas, Fabia Morales-Vives, Jorge-Manuel Dueñas
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
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The role of personal best goal setting and teaching style in homework behavior: An academic demands-resources perspective Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-03-07 Helena Granziera, Rebecca J. Collie, Andrew J. Martin
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Fostering intercultural interactions and outcomes for domestic graduate students through internationalization-at-home efforts Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-03-01
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
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“Are they like me?”: Assessing college math students’ academic and personal similarity perceptions of female peer role models Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-02-28 David M. Marx, Sei Jin Ko, Vitorino A. da Rosa
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Defending behavior in school bullying: The role of empathic self-efficacy, social preference, and student-teacher relationship Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-02-28 Valentina Levantini, Carmen Gelati, Marina Camodeca
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Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-02-26 Iris Meinderts, Jenny Veldman, Colette Van Laar
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
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Can I change my popularity? Examining the constructs of self-efficacy and mindset for popularity Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-02-22 Martin H. Jones, Katja Košir
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Status in a psychological statistics class: The role of academic and status-based identities in college students’ subjective social status Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-02-07 Danny Rahal, Stacy T. Shaw, Mary C. Tucker, James W. Stigler
Great effort has been invested in increasing STEM achievement among students, but feelings of low status among underrepresented or otherwise vulnerable students may be creating additional challenges. The present study assessed how perceptions of social status within the classroom—termed subjective social status—aligned with objective course performance and differed by sex, first-generation status,
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Antecedents of school burnout: A longitudinal mediation study Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-02-02 Serkan Cengiz, Adem Peker
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Self-efficacy and attitudes associate with undergraduates’ library research intentions: A theoretically-grounded investigation Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-01-16 Alex Pfundt, Laurel M. Peterson
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Quality and quantity: How contexts influence the emergence of teacher bias Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-01-06
Abstract A growing body of research has demonstrated that teachers’ judgements may be biased by the demographics and characteristics of the students they teach. However, less work has investigated the contexts in which teachers may be most vulnerable to bias. In two pre-registered experimental studies we explored whether the quality of students’ work, and the cognitive load placed on the grader, would
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Stronger is not always better - The ambivalent effect of social identity and relative deprivation on burnout among Hungarian teachers Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-01-05
Abstract Teacher burnout is a worldwide problem, and discontent of the educators often leads to social action in forms of demonstrations and strikes. Studies often link teacher burnout to interpersonal and workplace factors. Social and societal factors, however, are rarely considered in the development of the symptoms. Our study aimed to reveal how the strength of teacher identity and different types
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What you think is what you feel: Immigration-related value beliefs predict emotional exhaustion in pre-service teachers Soc. Psychol. Educ. (IF 2.614) Pub Date : 2024-01-05 Sonja Lorusso, Axinja Hachfeld, Tobias Kärner
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Teacher teams: A safe place to work on creating and maintaining a positive school climate Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-24 Eva Hammar Chiriac, Camilla Forsberg, Robert Thornberg
Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers’ perspectives on
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Exploring the mediating role of emotion regulation on the relationship between teachers’ resilience and their perceived stress Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-21
Abstract According to empirical evidence, there are associations between resilience and stress, resilience and emotion regulation, and emotion regulation and stress. However, studies underlying the mechanisms between resilience and stress among teachers are sparse. This study examines the associations between these variables and investigates which emotion regulation strategies mediate the relationship
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The moderating effect of perceived social support from friends in the associations between school-based racial discrimination and academic outcomes among Latinx adolescents Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-20 Michelle F. Wright, Sebastian Wachs
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Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-20 Rebecca J. Collie, Andrew J. Martin, Anaïd Flesken, Brianna McCourt
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Fixed is not the opposite of growth: Item keying matters for measuring mindsets Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-19
Abstract Research on growth mindset, the belief that one’s cognitive abilities are malleable and can be developed through dedication and practice, has received considerable media attention and influenced educational policy and practice. However, mindset theory and measurement have also drawn criticism. In the present paper, we add a cautionary note pertaining to the conceptualization and measurement
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Retained for life: A longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-16 Timo Van Canegem, Isis Vandelannote, Mieke Van Houtte, Jannick Demanet
Grade retention is often perceived as an academic failure and a negative response from the educational system. Hence, based on the social cognitive theory, being retained might decrease self-efficacy. This way, we expect that retainees are less likely to pursue a degree in higher education. Retainees that do enroll in higher education, are expected to opt for a college of applied sciences instead of
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Exploring the relationship between learning environments and academic achievement among young students Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-06 Leon J. Gilman, Bo Zhang, Jamie L. Lynch
School learning environments, play important roles in students’ lives. But when do these relationships form? Previous research on middle school students has identified a strong association between student socio-demographics, school characteristics, and achievement. Yet, few studies have investigated the origins of these associations. This study investigated whether associations exist in a large sample
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Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-04 Sabine K. Lehmann-Grube, Anita Tobisch, Markus Dresel
Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short
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Fixed intelligence mindsets predict system legitimization in educational contexts Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-01 Laura M. Brady, Arianne E. Eason, Stephanie A. Fryberg
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Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-01 Antonija Vrdoljak, Margareta Jelić, Dinka Čorkalo Biruški, Nikolina Stanković
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Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-12-01 J. Hannah Lee, Junsang Park, Hyun-Ju Ju, Kyoungmin Cho, Seoyoung Lim
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Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-29 Léa Tân Combette, Jean-Yves Rotgé, Céline Darnon, Liane Schmidt
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Achievement emotions predict transfer student academic success Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-21 Krysti N. Turnquest, Weihua Fan, Virginia Snodgrass Rangel, Nazly Dyer, Allison Master
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Investigating the invariance of non-cognitive skills in countries with different immigration policies: a psychometric network approach Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-22 Guher Gorgun, Sevilay Kilmen
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Implicit assumptions of (prospective) music school teachers about musically gifted students Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-22 Laura Bareiß, Friedrich Platz, Maria Wirzberger
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Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-20 Annalisa Soncini, Maria Cristina Matteucci, Fabrizio Butera
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Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-18 Lene Vestad, Edvin Bru
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Teachers’ prosociality and well-being at work: The mediating role of teacher engagement in family–school partnerships Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-17 Sittipan Yotyodying, Swantje Dettmers, Kathrin Jonkmann
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Teachers’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-16 Lennart Van Eycken, Jannick Demanet, Mieke Van Houtte
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Examining the relationships between mindfulness, grit, academic buoyancy and boredom among EFL learners Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-14 Hamed Mohammad Hosseini, Ali Derakhshesh, Jalil Fathi, Sepideh Mehraein
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Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-13 Linlin Jiang, Bihua Zhao, Junqiao Guo, Wenqiang Sun, Wenxin Hu
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Growth mindset as a protective factor for middle schoolers at academic risk Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-09 Jessica Wise Younger, Zoe D’Esposito, Irene S. Geng, Stephanie L. Haft, Melina R. Uncapher
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Social rejection from the perspective of latency-age children: Moral failing or normative phenomenon? Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-11-02 Hannah Fisher-Grafy, Rinat Halabi
Social exclusion, a pervasive and impactful phenomenon particularly prominent during preadolescence, has traditionally been construed through a moral deficiency lens. This study departs from prevailing research trends, casting a novel light on the phenomenon in the context of normative moral development. It elucidates the role of social exclusion in shaping moral growth during the preadolescence period
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Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-31 Benjamin M. Torsney, Kathryn M. Burke, Marina Milidou, Doug Lombardi, Jennifer E. Symonds, Cheryl B. Torsney, Sherman A. James
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How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English? Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-31 Helen M. G. Watt, Nir Madjar, Liam Dacosta
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Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-26 Ylenia Passiatore, Sara Costa, Giuseppe Grossi, Giuseppe Carrus, Sabine Pirchio
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That’s not me: (Dis)concordance between pSTEM nerd-genius stereotypes and self-concepts predicts high school students pSTEM identity Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-26 Christine R. Starr, Campbell Leaper
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Framing the theoretical perspectives on emotion regulation: A Habermasian typology and its implications for educational research Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-19 Yi Sun, Hongbiao Yin
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Bully-victims in bullying and cyberbullying: An analysis of school-level risk factors Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-16 Cirenia Quintana-Orts, Joaquín A. Mora-Merchán, Noelia Muñoz-Fernández, Rosario Del Rey
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Adolescent well being: Relative contributions of social emotional learning and microsystem supports Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-17 Furkan Kasikci, Selahattin Öğülmüş
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Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-16 Lena Hollenstein, Christine M. Rubie-Davies, Christian Brühwiler
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How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-06 Jannika Haase, Elisabeth Höhne, Bettina Hannover, Nele McElvany, Lysann Zander
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Growth mindset and social comparison effects in a peer virtual learning environment Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-10-06 Pamela Sheffler, Cecilia S. Cheung
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Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-09-19 Eli Vibeke Eriksen, Lene Vestad, Edvin Bru, Simona C. S. Caravita
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Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-09-19 Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner
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
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Self-regulation matters: Examining the relationship between classroom learning environments and student motivation through structural equation modeling Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-09-14 Juan Cai, Koen Lombaerts
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Academic buoyancy among female secondary school students: An examination of predictors and outcomes up to age 22 Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-09-11 Rebecca J. Collie, Kate Caldecott-Davis, Andrew J. Martin
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Learning how to learn: Student voices on the function and utility of a student-engaged design intervention in a rural middle school Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-09-05 Beth Hosek, Anastasia Kitsantas, Shannon King, Roy Echeverria, Sahar Wahidi
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How do undergraduate students’ perceptions of professor cultural competence and growth mindset relate to motivation to engage in intercultural interactions? Soc. Psychol. Educ. (IF 2.614) Pub Date : 2023-09-04 Yiqiu Yan, Katherine Muenks, Ryan A. Mata, Yiwen Yang