Fear of success and failure,or norms for achievement?

Previous research has indicated that success in competitive situations is differentially perceived, considering the level of success and sex of person who succeeded. The amount of projected negative imagery of 100 college students under various degrees of a man's or woman's failure in medical school was investigated in the present study. Data indicated a pervasive tendency to downgrade unsuccessful men in relation to unsuccessful women. The possibility that subjects' responses reflect anxiety about the level of success and failure obtained, rather than anxiety about success and failure in general, is discussed.The authors thank D. F. Ricks for his helpful comments on an earlier draft of this article. Portions of this article were presented at the 6th Annual Conference for Research on Women and Education, Pacific Grove, California, December, 1980.     

Psychological adjustment and experiences with peers during early adolescence: Reciprocal,incidental, or unidirectional relationships?

This study examined the relationship over time involving three types of experiences with peers (amount of contact with friends, intimacy with best friend, rejection by peers) and two indices of psychological adjustment (self-perceived social acceptance and depressive affect) using longitudinal and causal analytic procedures developed within the life stress paradigm. Data were collected twice on a sample of 73 young adolescents, with a 6-month interval between measurements. The results provide partial support for a model of reciprocal influences between experiences with peers and adaptation, since adaptation was predictive of change over time in peer experiences in several instances as well as vice versa. Implications for intervention and further research are presented.     

Cognitive specificity and positive-negative affectivity: complementary or contradictory views on anxiety and depression?

A principal factor analysis, conducted on a mixed psychiatric outpatient sample (N = 470), identified both common and specific dimensions underlying anxiety and depression. Although an initial single-factor extraction accounted for a significant proportion of variance in cognitive and symptom measures of anxiety and depression, a two-factor solution, in which anxiety and depression formed separate dimensions, proved to be the better solution. MANOVAS performed on pure depressed, pure anxious, and mixed anxious/depressed subgroups provided evidence of a specific cognitive profile for anxiety and depression. The mixed subsample evidenced greater severity, a mixed cognitive and symptom profile, and character traits that may indicate increased vulnerability to psychological disturbance. Results are discussed in terms of Beck's (1976) cognitive content-specificity hypothesis and the positive-negative affect model (Watson & Tellegen, 1985).     

Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?

Social Psychology of Education - Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors...     

On Relational Hierarchy: Friends or Parents? Discussion of Lisa Director and Robert Grossmark

Two very successful clinical experiences are presented to illustrate each analyst’s preferred ways of engaging clinically with patients. In my discussion I contend that analysts’ preferred theories of therapy often drive the nature and texture of analytic engagement and that each analyst works best in the context of embracing those cherished theories. More specifically, I attempt to contrast psychoanalytic traditions that, on one hand, situate the analyst in a hierarchical parental role and, on the other hand, conceive of the analyst as more of a flawed peer.     

Early formal schooling: Are we promoting achievement or anxiety?

The resurgence of interest in early childhood education has been accompanied by an active debate about the most developmentally beneficial approach to preschool instruction. Some experts and the major early childhood organizations in this country advocate a child-centered or developmentally appropriate approach, whereas other experts advocate a teacher-directed, didactic approach. Until recently, the empirical evidence available to inform this controversy has been woefully thin. This article reviews the social and theoretical parameters of this debate about preschool instruction, articulates the core dimensions that have been portrayed as distinguishing child- from teacher-directed curricula, and examines the available research that can inform the debate. Our conclusions support those who encourage the adoption of child-centered curricula. Didactic approaches appear to undermine young children's motivation in and enjoyment of school in the short term and to have either neutral or negative ramifications for long-term achievement, despite some evidence of short-term gains.     

Parents,Siblings, or Friends? Exploring Life Satisfaction among Early Adolescents

This study analyzes 2,617 10–15 year olds surveyed in wave 1 of the United Kingdom Household Longitudinal Study (UKHLS). Specifically, it tests the associations of three variables with life satisfaction among early adolescents: parent–child relationship quality, being a perpetrator or victim of sibling bullying, and being a perpetrator or victim of friend bullying. The results suggest that all of these social relationships have significant associations with life satisfaction, both individually and in combination. Of the three, parent–child relationship quality explained the most variance in predicting life satisfaction. This is followed by friend victimization (i.e., being bullied by friends), whereas the influence of sibling victimization is significant but not as strong. This study also tests the interaction effects between parent–child relationship quality, sibling bullying, and friend bullying. The association of parent–child relationship quality with life satisfaction is found to be stronger among adolescents who were either victims of sibling bullying or of friend bullying, highlighting the protective importance of parent–child relationship quality. Lastly, when testing whether the influences of sibling bullying, friend bullying, and parent–child relationship quality vary between male and female adolescents, this study finds some significant gender differences. Specifically, the positive associations of lower friend victimization and better parent–child relationship quality with life satisfaction are found to be stronger among female adolescents.     

Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation,school belonging,course-taking and math achievement

Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively associated with sense of school belonging; however, school belonging did not predict math achievement. Because of the Hawaiian cultural concept of Aloha and the effect of teacher autonomy support on intrinsic motivation, school belonging, math course-taking, and math achievement, researchers may wish to develop interventions for Hawaiian students that focus on elevating intrinsic motivation and belonging via increasing teacher autonomy support. Because Native Hawaiians and most other Pacific Islanders are involuntary minorities, this research may have implications for other involuntary minorities across the world, such as the Buraku in Japan, and the Maori people of New Zealand.     

To teach or to tell? Consequences of receiving help from experts and peers

Previous research has stressed the positive effects of receiving autonomy‐oriented help over dependency‐oriented help but has overlooked a potential downside in terms of recipients' evaluations of the helper. Participants in the current experiment (n = 77) requested help while working on difficult puzzles and received either autonomy‐ or dependency‐oriented help from either an expert or a peer. In line with previous findings, receiving autonomy‐oriented help led to more self‐competence and positive feelings than dependency‐oriented help. However, in support of our prediction, participants also felt angrier, had less respect for and less trust in the peer who provided autonomy‐oriented help than the peer who provided dependency‐oriented help. No differences in the evaluation of the expert helper were found. These findings highlight the importance of considering both the helpers' characteristics and the type of help provided when investigating the psychological consequences of receiving help. Copyright © 2011 John Wiley & Sons, Ltd.     

Naughty or nice?: equity, gender and behavior

We review the debate over behavior, gender and classroom placement in ability groups for kindergartners. Using vignettes we vary children’s gender in three ways; male, female, or unspecified gender and also describe them as behaving well, average, or misbehaving. Our aim is to probe how much gender and behavior matter with respect to mock reading group placement. The design allows us to see if depicted behavior affects placement when every vignette child is described as possessing the same, average ability. After reading vignettes that vary gender and behavior, but not ability, respondents are directed to assign the portrayed child to a high, medium or low reading group. While depicted behavior strongly affects reading group placement, gender is not a significant predictor.

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Culture and dialogue: Positioning,mediation or style?

Dialogicality has become a key notion in current cultural psychology. Strikingly, whereas mediational and semiotic thinkers have developed the dialogical view by emphasizing the role of psychological distancing in semiotic and dialogical processes, dialogical self-theorists following the work of Hermans remain caught up in a perspective that naively privileges non-mediated interaction. In this article I argue that both accounts lack an adequate ontological understanding of dialogicality. In looking for an alternative, I will first discuss how Bakhtin offers a spatial account of dialogicality that is quite different from the positional account proposed by DST. For an ontological explication of the deep dialogicality underlying all signification, I will then turn to Merleau-Ponty's ontology of flesh and show how it allows us to see our embodied presence as always already part of a field of divergences, a carnal intersubjectivity, by which we participate in a particular style of being. I argue that the work of Bakhtin and Merleau-Ponty allows us to recognize a primordial dialogicality in the stylized, poetic and deeply equivocal nature of human expression. This primordial dialogicality defies the logic of positioning and distancing and reveals a deeper entwinement of self and other, with different psychological and developmental implications than those of DST.     

Modeling Rater Disagreement for ADHD: Are Parents or Teachers Biased?

The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were analyzed using multiple rater models that estimate genetic and environmental contributions common to both raters and unique to each rater. Results suggest that 1) disagreement in ADHD ratings is strongly due to parents and teachers observing different ADHD behaviors, some of which is valid and some of which is due to bias, and 2) parents may be more biased than teachers in their ADHD ratings.     

Are the Kids Alright? Rawls, Adoption, and Gay Parents

Scholars have extensively debated the family’s place within liberalism, generally, and specific attention and critique has been given to the family in Rawls’ work. What has received less focus are the requirements of parents in a Rawlsian polity and, further, what those requirements might imply for the one case where states explicitly regulate the process of becoming parents: adoption. This paper seeks to discover what might be required of parents, adoptive or otherwise, in a Rawlsian social contract state. Second, it considers adoptive parent selection in light of these requirements as well as Rawls’ arguments regarding merit and fair equality of opportunity. Finally, it considers what such a merit-based selection of adoptive parents implies for the disputed rights of same-sex couples to adopt children. Further, because the question of merit in this case will hinge upon what it means to be a “fit parent,” it also draws upon relevant empirical social science studies regarding gay and lesbian parents. The paper, then, evaluates both the theoretical and empirical validity of generalized claims that same-sex couples are less fit to be parents than are heterosexual couples.     

Approximate number sense,symbolic number processing,or number–space mappings: What underlies mathematics achievement?

In this study, the performance of typically developing 6- to 8-year-old children on an approximate number discrimination task, a symbolic comparison task, and a symbolic and nonsymbolic number line estimation task was examined. For the first time, children’s performances on these basic cognitive number processing tasks were explicitly contrasted to investigate which of them is the best predictor of their future mathematical abilities. Math achievement was measured with a timed arithmetic test and with a general curriculum-based math test to address the additional question of whether the predictive association between the basic numerical abilities and mathematics achievement is dependent on which math test is used. Results revealed that performance on both mathematics achievement tests was best predicted by how well children compared digits. In addition, an association between performance on the symbolic number line estimation task and math achievement scores for the general curriculum-based math test measuring a broader spectrum of skills was found. Together, these results emphasize the importance of learning experiences with symbols for later math abilities.     

To master or perform? Exploring relations between achievement goals and conceptual change learning

Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think‐aloud protocol. Sample and Method. Seventy‐three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think‐aloud protocols while reading Newtonian physics texts. Results. A mastery‐approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance‐approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance‐avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery‐approach goals and conceptual change. Conclusions. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change.