Middle school students’ perceptions of quality of life

Data are reported on 2278 public middle school students in South Carolina, U.S.A. Levels and demographic effects on their satisfaction with their overall lives as well as five specific domains (family, friends, self, school, and living environment) were assessed. Similar to findings with adults and high school students, most middle schoolers reported positive levels of global and domain-specific life satisfaction. Although statistically significant in some cases, the practical significance of the demographic variables was limited. Many middle schoolers reported particular dissatisfaction with their school experiences.     

Exploring a sample of university students’ perceptions of menstruation

This study aimed to explore how a sample of young South African women constructed their perceptions of menstruation. The sample comprised 16 racially/ethnically diverse female university students (blacks = 4, whites = 2, coloured = 8; Christians = 11; Muslims = 5; aged 18 to 23 years). They participated in one of three focus group discussions on their constructions of menstruation. Findings from the discourse analysis indicated that the women perceive social control experiences of their menstruation—even in the context of medical understandings.     

Evaluating teaching and students’ learning of academic research ethics

A team of philosophers and scientists at Dartmouth College worked for three years to create, train faculty and pilot test an adequate and exportable class in research methods for graduate students of science and engineering. Developing and testing methods for evaluating students’ progress in learning research ethics were part of the project goals. Failure of methods tried in the first year led to the refinement of methods for the second year. These were used successfully in the pilot course and in one university setting external to Dartmouth. The process of development and justification for the final methods are discussed here.     

The role of the degree of acquaintance with teachers on students’ interpersonal perceptions of their teacher

Some researchers suggest that the way a teacher is perceived during the first encounter with a classroom group resembles, and therefore is predictive of, later classroom processes as perceived by students. This study investigated the degree to which interpersonal ratings (i.e., control and affiliation), given by secondary school students to teachers unknown to them, are comparable to ratings given by students who are well acquainted with that teacher, by means of a quasi-experimental design. Ratings concerning a teacher students had not met before, based on a 5 min video vignette, were compared to ratings given by students who had been taught by the same teacher for at least a year (N $\,{=}\,$ 489). Students at no acquaintance perceived a teacher’s interpersonal traits in a similar way as students who were familiar with that teacher. It is concluded that students’ early interpersonal perceptions of a teacher largely resemble perceptions formed by students that know this teacher well.     

Effects of counterstereotypic training on preservice teachers’ assessment of students’ academic performance

Social Psychology of Education - Studies have provided empirical evidence, that teachers’ judgments of students’ academic performance are biased by social stereotypes. Thus, in the...     

Effect of syllabus tone: students’ perceptions of instructor and course

It is not uncommon for students to complain that faculty are unapproachable, while faculty complain that students are not engaged. Such perceptions, especially when formed at the start of a semester, can impact what students learn and how instructors teach; therefore, it is critical that these perceptions are prevented if a course is to be successful. A good starting point is the syllabus, which not only informs students about a course and its requirements, but creates a first impression about the instructor and his or her attitudes toward teaching. We conducted an experiment in which the course syllabus was manipulated to reflect a friendly or an unfriendly tone so that we could explore the perceptions students formed of the instructor and class. Results supported the hypothesis that a syllabus written in a friendly, rather than unfriendly, tone evoked perceptions of the instructor being more warm, more approachable, and more motivated to teach the course.     

From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

To better understand the cognitive antecedents of teachers’ stress in the school setting, the effects of teachers’ beliefs regarding intelligence and their causal attributions of students’ academic performance on teachers’ job stress were examined in the current study. We recruited 271 teachers who voluntarily filled out an anonymous questionnaire. Findings demonstrated that teachers who endorsed the entity theory of intelligence tended to attribute students’ poor performance to students’ inability but not lack of effort. Results showed a positive relationship between teachers’ fixed view of intelligence and job stress, and this relationship was mediated by teachers’ attributing students’ poor performance to students’ lack of ability, even after controlling for teacher efficacy. We suggest to promote the psychological health of teachers by incorporating intelligence mindset and attribution training programs in preservice teacher education, professional development, and cognitive behavioral stress intervention for in-service teachers.     

The challenge of prejudice: counsellors’ talk about challenging clients’ prejudices

This paper considers the implications for training and practice of counsellors’ responses to the notion of challenging clients’ prejudices. It explores tensions in counselling discourse between social responsibility, responsibility to the client and responsibility for one's self as counsellor. Three focus groups of counsellors were asked whether a counsellor should challenge clients’ prejudices. Responses were categorised as challenge, not-challenge or exit responses. Discursive themes identified in the responses are: managing congruence and being non-judgemental; self-care and self-respect; and social responsibility. Strategies for managing the discursive conflicts identified in responding to counsellor-identified client prejudices are summarised.     

The role of race and teachers’ cultural awareness in predicting low-income,Black and Hispanic students’ perceptions of educational attainment

Demographic shifts in the United States have resulted in similar demographic shifts between K-12 teachers and their students, resulting in important implications for the educational outcomes of traditionally marginalized students and educators’ cultural awareness required in teaching diverse classrooms. Using data from the Three-City Teacher Study, this study examined students’ (N = 207; 55 % female; 52 % non-Hispanic Black, 48 % non-White Hispanic; mean age = 16.70 years, SD = 1.67) and teachers’ (N = 202; 71.5 % female; 64.3 % white; mean years of experience = 13.80 years, SD = 10.83) agreement on the potential educational attainment of the student. Specifically, we explored the probability that teachers had lower, matched, or higher perceptions of educational attainment compared to their low-income Black and Hispanic students’ perceptions of attainment while accounting for teachers’ and students’ reports of school connectedness, teachers’ cultural awareness, and moderating effects of students’ race. Results from multinomial logistic regressions found that teachers were more likely to have lower perceptions of educational attainment for Hispanic students compared to Black students. Teachers were also more likely to have lower perceptions when they perceived students to have low school connectedness. For Black students, teachers’ cultural awareness attenuated this association; that is, teachers were more likely to have higher perceptions of educational attainment for Black students when they reported higher cultural awareness. The reverse was true for Hispanic students. These results enhance our understanding of how teacher and student perceptions shape expectations of educational attainment with implications for teacher education and professional development domestically and internationally.     

Elementary school students’ perceptions of stuttering: A mixed model approach

PurposePast research studies have focused on perceptions of stuttering by various age groups and only a few have examined how children react to a peer who stutters. All of these studies used a quantitative analysis but only one included a qualitative analysis of elementary school age children's responses to stuttering. The aim of this study was to further explore the perceptions of elementary school students toward a peer who stutters using both quantitative and qualitative analyses of three levels of stuttering.MethodsParticipants included 88 elementary school children between 8 and 12 years of age. Each participant viewed one of four audiovisual samples of a peer producing fluent speech and mild, moderate, and severe simulated stuttering. Each participant then rated five Likert statements and answered three open-ended questions.ResultsQuantitative and qualitative results indicated that negative ratings and the percentage of negative comments increased as the frequency of stuttering increased. However, the children in this study indicated that they were comfortable listening to stuttering and would be comfortable making friends with the peer who stutters.ConclusionThe findings of this study together with past research in this area should help clinicians and their clients appreciate the range of social and emotional reactions peers have of a child who stutters.Educational objectives: After reading this article, the reader will be able to: (a) discuss past research regarding children's perceptions of stuttering; (b) summarize the need to explore the perceptions of elementary-aged children toward a peer who stutters; (c) describe the major quantitative and qualitative findings of children's perceptions of stuttering; and (d) discuss the need for disseminating more information about stuttering to children and teachers.     

Can perceptions of similarity reduce the ability to see the other’s needs? The case of immigrant students’ integration policy

In this age of wide migration waves all over the world, when schools’ populations become more diverse, educators often make policies regarding groups of immigrant students (from the same origin) with unique needs. Perceptions of homogeneity of the group, as well as perceptions of similarity between the decision maker and the group members are likely to have a major influence on these policies. Although research has shown that perceptions of great similarity between the decision maker and a target group enhance empathy and promote decisions in favor of the group; results of the current research, examining immigrant students’ integration policy in schools, suggest that inaccurate high similarity perceptions (on a relevant domain) might decrease the ability to understand the targets’ diverse needs and may lead to decisions that do not serve the group, or the decision maker’s goals. Two studies were conducted to examine the effect of perceived homogeneity and similarity on immigrant integration policy in schools. In the first study, lay people recommended fewer programs for immigrants students when those where judged to be more similar to themselves and more homogenous. Similar results were obtained in the second study, examining school principals’ reports of existing programs for immigrant students in their schools. Implications on policy making are discussed.     

The gap between athletes’ and parents’ perceptions of parental practices: The role of gender

ObjectivesThe present study explored the differences between athletes’ and parents’ perceptions of parental practices (i.e., active involvement, directive, pressure, praise, and understanding behaviours implemented by parents in the context of their child’s sport) by considering athletes’ and parents’ gender.Designcross-sectional study.MethodParents (N = 352) and athletes (N = 256, M = 14.72 years) completed a questionnaire to measure their perceptions of parental practices in sport. Zero-order correlations were computed for the entire sample and each sub-group (i.e., father-daughter, father-son, mother-daughter, and mother-son). One-level multilevel model (level 1: respondent) was computed to measure the influence of the respondent on the perceptions of parental practices. Two-level multilevel model (level 1: respondent, level 2: dyad) estimated the impact of the athletes’ gender, parents’ gender, and their interaction on the differences in perceptions.ResultsCorrelations highlighted relatively modest concordance between perceptions of parents and adolescents. Multilevel models showed that compared to athletes, parents reported significantly less frequent use for directive behaviours (β = −0.29) and more frequent use for active involvement (β = −0.18) and praise and understanding (β = 0.27). Correlations and multilevel models showed that the differences between athletes’ and parents’ perceptions of parental practices differed according to gender. The differences in perceptions of the directive behaviours (β = −0.22) and active involvement (β = 0.22) were higher when the father was involved in the dyad compared to the mother.     

The effects of perceived phenotypic racial stereotypicality and social identity threat on racial minorities’ attitudes about police

This study examines the role of perceived phenotypic racial stereotypicality and race-based social identity threat on racial minorities’ trust and cooperation with police. We hypothesize that in police interactions, racial minorities’ phenotypic racial stereotypicality may increase race-based social identity threat, which will lead to distrust and decreased participation with police. Racial minorities (Blacks, Latinos, Native Americans, and multi-racials) and Whites from a representative random sample of city residents were surveyed about policing attitudes. A serial multiple mediation model confirmed that racial minorities’ self-rated phenotypic racial stereotypicality indirectly affected future cooperation through social identity threat and trust. Due to the lack of negative group stereotypes in policing, the model did not hold for Whites. This study provides evidence that phenotypic stereotypicality influences racial minorities’ psychological experiences interacting with police.     

Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement

Due to its widespread popularity, self-esteem is continually being promoted to students despite limited empirical support for its effectiveness in improving their academic achievement. As a result, constructs that are potentially more salient to academic performance, such as perceived control, have gone relatively unnoticed. Although past research has examined the link between students’ academic achievement and either their self-esteem or perceived control, few studies have compared both constructs simultaneously to elucidate which one is more important to academic success. This longitudinal study directly contrasted the effects of self-esteem and perceived control on the academic performance of 802 first-year college students. After accounting for incoming ability (high school grades), age, and gender, a structural equation model showed perceived control positively predicted students’ GPA. In contrast, the predictive effect of self-esteem on GPA was non-existent. Findings indicate that compared to self-esteem, perceived control is a more powerful predictor of first-year college students’ GPA. Implications for utilizing educational interventions to boost perceived control among college students are discussed.     

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (N_Teachers?=?220) and mathematics (N_Teachers?=?245) teachers and on students’ achievement and feelings of helplessness in German language classes (N_Students?=?2606) and mathematics classes (N_Students?=?2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (N_Teachers?=?456) and students’ achievement and self-concept in mathematics (N_Students?=?4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

     

Always look on the bright side of students: does valence of teacher perceptions relate to students’ educational performance?

Social Psychology of Education - We studied the role of the valence of female teachers’ perceptions in predicting various student outcomes. Using a prospective design, at the beginning of...