Structural and socio-psychological influences on adolescents’ educational aspirations and subsequent academic achievement

Previous literature indicates that educational aspirations are an important predictor of achievement at school and beyond. This paper examines the factors that are associated with high educational aspirations. It also looks at the relationship between aspirations and achievement at the General Certificate of Secondary Education in a deprived area of London. The results show that educational aspirations are associated with individual characteristics. Girls were more likely than boys to express a wish to remain in education beyond the age of 16. For the most academic route post-16, there were substantial ethnic differences, with minority ethnic groups generally being more likely to state a desire to follow this path. Students who were eligible for free school meals tended to have lower aspirations. Socio-psychological variables were also shown to be of importance, particularly self-esteem and psychological distress. Importantly, educational aspirations had a strong association with actual achievement at age 16, remaining associated even after controlling for a number of other variables, including prior achievement. These findings are discussed in light of previous research and potential intervention strategies.     

Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school

Over the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student-related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student-related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.     

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.

     

Do salespeople matter in competitive tenders?

Abstract

Organizational buyers are increasingly employing competitive tenders with objective buying criteria to mitigate the influence of personal relationships with suppliers and reduce the overall cost of buying. This paper investigates the role of salespeople’s relationships with buyers (i.e., purchasing managers) and how they affect supplier selection in such contexts. Drawing on data from 428 tenders across different buying organizations, this study shows that the quality of the salesperson’s relationship with the buyer influences the buyer’s evaluation of the tender proposal, which, in turn, affects supplier selection. Thus, the results support an indirect effect of salesperson relationship on supplier selection even in a tender context. In addition, the results indicate that the effect of a salesperson’s relationship on buyer’s proposal evaluation is contingent on the comprehensibility of suppliers’ proposals and buyer’s product knowledge. These results have significant theoretical and managerial implications for both buyers and suppliers in business-to-business (B2B) tender contexts.     

Do people's self-views matter? Self-concept and self-esteem in everyday life

Recent scholars have dismissed the utility of self-esteem as well as programs designed to improve it. The authors challenge these contentions on conceptual, methodological, and empirical grounds. They begin by proposing that the scope of recent analyses has been overly narrow and should be broadened to include specific as well as global self-views. Using this conceptualization, the authors place recent critiques in historical context, recalling that similarly skeptical commentaries on global attitudes and traits inspired theorizing and empirical research that subsequently restored faith in the value of both constructs. Specifically, they point to 3 strategies for attaining more optimistic assessments of the predictive validity of self-views: recognizing the utility of incorporating additional variables in predictive schemes, matching the specificity of predictors and criteria, and using theoretically informed standards for evaluating predictor- criterion relationships. The authors conclude that self-views do matter and that it is worthwhile and important to develop and implement theoretically informed programs to improve them.     

Do relational and structural characteristics of negative school environments independently predict immigrant adolescents’ academic achievement?

A critical issue facing the majority of immigrant adolescents in U.S. public schools is persistent academic underperformance. Using data from the Children of Immigrants Longitudinal Study, this study investigates the extent to which negative social environments in U.S. public schools predict the academic achievement of immigrant adolescents. Importantly, we simultaneously examine the roles of both the relational (individual-level) and structural (school-level) characteristics of these negative social environments. Multilevel structural equation modeling revealed that immigrant students who are embedded in more negative relationships (e.g., having peers who discriminate against them) have lower levels of academic achievement. These predictive effects of individual-level negative social environments on academic achievement are mediated by both perceived school safety and educational expectations. Furthermore, we find double mediation effects (i.e., three-pathway mediations) via perceptions of school safety and educational expectations. The existence of these double mediation effects implies that relational characteristics strongly predict immigrant adolescents’ perceptions, attitudes, and school outcomes. Finally, we find that structural characteristics of negative social environments in U.S. public schools (i.e., total student enrollment and school-level dropout rate) also negatively predict immigrant adolescent achievement. We discuss the implications of these findings for improving immigrant adolescents’ achievements in U.S. public schools.     

Do physical neighborhood characteristics matter in predicting traffic stress and health outcomes?

This study examines whether social, and physical environment characteristics related to urban design interact with individual perceptions of traffic stress to influence individual well-being. The Chinese American Psychiatric Epidemiologic Study data, the US census data, and the Geographic Information System (GIS) data are employed. Analyses used hierarchical linear modeling. The results indicate that perceived traffic stress was associated with lower health status and higher depression. More importantly, higher density of major streets and greater vehicular burden in the neighborhood pose potential harm to health by reinforcing the negative impacts of perceived traffic stress. On the other hand, more park land in the neighborhood could alleviate the damage of traffic stress on individual’s well-being. The implications of the results for future research are discussed.     

Do perceived differences in religion matter at work?

Over 90% of the United States population affiliates with an organised religion. There has been, however, very little research regarding religion in work organisations. This study focuses on the effects of individual perceptions of religious dissimilarity, as a characteristic of deep-level diversity, on perceived cohesion. A scale is developed to measure individual perceptions of the dissimilarity of religion. Two different studies are used to establish reliability and validity of this scale. In addition, some implications of the negative relationship between individual perceptions of religious dissimilarity and perceived cohesion for organisations are discussed.     

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...     

The effects of high school context and interpersonal factors on students’ educational expectations: a multi-level model

This study examines the effects of some aspects of the school normative, academic and institutional context together with individual and interpersonal factors, on educational expectations among Palestinian students in Israel. The data consist of a sub-sample of 1601 students in 40 high schools. Hierarchical linear modelling technique (Multilevel analysis) is used to investigate the effect of the school context and the interpersonal factors on students educational expectations (SEE). The results of this study clearly demonstrate that both sets of variables are highly related to the outcome variable, providing new evidence that SEE, perhaps like other educational outcomes, are developed through interpersonal and contextual effects. While recent research indicates that the school institutional context mediates the effects of interpersonal factors (Buchmann & Dalton, 2002), this study suggests that among Palestinian students in Israel, interpersonal relations exert significant influences on SEE, regardless of, or despite, the schools institutional context.     

Do situational expectations produce situational inferenes? The role of future expectations in directing inferential goals

Little is known about the conditions that lead observers to adopt different inferential goals in the context of their everyday lives. Four studies examined whether future expectations created situational inferential goals. In 2 quasiexperimental studies, students made more situational inferences for targets in their expected future careers. In 2 experiments, situational expectations were manipulated, and participants made more situational inferences when they expected to be in the same situation as the target. This tendency was stronger when observers devoted minimal cognitive effort to their inferences, suggesting that when observers have situational expectations, making situational inferences is less effortful than making dispositional inferences.     

Do materialism,intrinsic aspirations,and meaning in life predict students’ meanings of education?

Though there is a deep literature on factors that predict college attendance and on the effects of college attendance on students’ development, there has been little research on what education actually means to students themselves. This study was conducted to examine whether materialism, intrinsic aspirations, and the search for meaning in life predicted a set of ten meanings that students are known to associate with their education. Multiple regression analyses indicated that students who were high on materialism viewed their education as an opportunity to gain independence, a chance to establish relationships, and a source of stress. Individuals high on intrinsic aspirations were more likely to see education as a time for career preparation, gaining independence, exploring future life directions, learning, engaging in personal growth, establishing social relationships, and learning skills to make a difference in the world, but they were less likely to view education as an escape from future responsibilities. As expected, the findings also revealed that individuals who sought meaning in life viewed education as a way to gain independence, explore life directions, engage in personal growth, establish relationships, learn skills that will help change the world, and escape future responsibilities.     

Examining cognitive performance: Do perfectionism and rumination matter?

Research has looked to possible personality constructs that can affect cognitive performance. Studies have demonstrated that working memory and attentional effectiveness can be directly related to the cognitive resources upon which one is readily able to call. Whereas limited research has examined the role of perfectionism in relation to problem solving abilities, to date, no studies have specifically examined how it may affect working memory or attention. The study’s purpose was to assess the impact of task difficulty (high, medium, or low) and personality constructs on working memory and attention. Following completion of the personality measures, participants completed the d2 test of attention and an N-back task. Results indicated that perfectionism and rumination significantly affected accuracy but not reaction time on the N-back task and that rumination significantly affected the total number of items processed on the d2 test of attention. Given the lack of elevated scores on the personality indicators within this sample, future research might examine this process in those more strongly endorsing these traits, allowing us to better ascertain the degree to which cognitive deficits may be evident.     

Experiences of justice in school and attitudes towards democracy: A matter of social exchange?

In a democratic society, school has the goal to foster democratic attitudes in students. Besides explicit attempts to do so, justice experiences in school may be crucial to develop positive attitudes towards democracy. Therefore, we studied the relationship between different dimensions of justice experiences in school and democratic attitudes. We further examined a potential mechanism underlying this relationship, namely general trust, and hypothesized that the relationship between justice experiences in school and democratic attitudes can be understood on the basis of social exchange theory. A total of 210 participants who had visited a public school gave information about their justice experiences in school, general trust, and democratic attitudes. First, it was shown that overall experiences of distributive and interactional justice predict democratic attitudes, more specifically the approval of civic and human rights and the approval of the democratic institutions. Second, we found that the relationships between overall distributive and interactional justice and the approval of civic and human rights, the approval of the democratic institutions, and the approval of democracy-supporting behaviors are each mediated by general trust which can be interpreted as a social exchange process. This study therefore highlights the role of general justice-related school experiences for the development of democratic attitudes.     

Do familiarity and expectations change perception? Drivers’ glances and response to changes

The present study shows that repeated exposure to a road environment changes eye movement behaviour. In addition, repeated exposure may result in inadequate responses to unexpected changes in the road environment. Participants drove a low-cost simulator while their eye movements were recorded. With repeated exposure participants’ glances at traffic signs along the route were shorter while having a better recollection of the traffic signs along the route. At the last drive, the priority situation at an intersection was changed (a priority road was changed into a yield situation). Even though drivers glanced at the sign that indicated the new priority situation, they did not sufficiently process the information to show an adequate response. Only two out of 12 drivers showed any response, being a response only after crossing the priority road markings. The current finding that unexpected but relevant information may be missed by drivers is relevant for other monitoring tasks.     

Explicit and implicit caregiving interests in expectant fathers: Do endogenous and exogenous oxytocin and vasopressin matter?

Caregiving interest in men (N = 46) during the third trimester of their partner's pregnancy was examined. The study included both explicit and implicit measures of caregiving interest, assessments of basal urinary concentrations of oxytocin and vasopressin, and exogenous (intranasal) application of these hormones. Compared to control men (N = 20), fathers-to-be reported more interest in direct care for children. In an immersive virtual environment, fathers-to-be, in comparison to control men, stood closer to and tended to spend more time looking at the baby-related avatars, and stood further away and tended to spend less time looking at non-baby-related avatars. Basal oxytocin and vasopressin were not related to caregiving interest in fathers-to-be, and were not different from control men. When vasopressin was administered, fathers-to-be invested more time watching the baby-related avatars compared to control men. No effects were found of exogenous oxytocin on the behavior of fathers-to-be and control men in the immersive virtual environment. These results point in the direction of an adjustment of fathers-to-be for fatherhood, both consciously and unconsciously, and support the possible role of vasopressin in human behavior in the transition to fatherhood.