Mathematics identity and discrepancies between self-and reflected appraisals: their relationships with grade 12 mathematics achievement using new evidence from a U.S. national study

Social Psychology of Education - While substantial research has shown the relationship between earlier mathematics coursetaking and later mathematics achievement, recent research suggests that...     

School Connectedness and STEM Orientation in Adolescent Girls: The Role of Perceived Gender Discrimination and Implicit Gender-Science Stereotypes

Sex Roles - Girls and women continue to be underrepresented in STEM fields (science, technology, engineering, and mathematics), and this underrepresentation has been partly attributed to gendered...     

Intuitive Dualism and Afterlife Beliefs: A Cross-Cultural Study

It is widely held that intuitive dualism—an implicit default mode of thought that takes minds to be separable from bodies and capable of independent existence—is a human universal. Among the findings taken to support universal intuitive dualism is a pattern of evidence in which “psychological” traits (knowledge, desires) are judged more likely to continue after death than bodily or “biological” traits (perceptual, physiological, and bodily states). Here, we present cross-cultural evidence from six study populations, including non-Western societies with diverse belief systems, that shows that while this pattern exists, the overall pattern of responses nonetheless does not support intuitive dualism in afterlife beliefs. Most responses of most participants across all cultures tested were not dualist. While our sample is in no way intended to capture the full range of human societies and afterlife beliefs, it captures a far broader range of cultures than in any prior study, and thus puts the case for afterlife beliefs as evidence for universal intuitive dualism to a strong test. Based on these findings, we suggest that while dualist thinking is a possible mode of thought enabled by evolved human psychology, such thinking does not constitute a default mode of thought. Rather, our data support what we will call intuitive materialism—the view that the underlying intuitive systems for reasoning about minds and death produce as a default judgment that mental states cease to exist with bodily death.     

<Emphasis Type="Bold">Keeping it together: Semantic coherence stabilizes phonological sequences in short-term memory</Emphasis>

Our ability to hold a sequence of speech sounds in mind, in the correct configuration, supports many aspects of communication, but the contribution of conceptual information to this basic phonological capacity remains controversial. Previous research has shown modest and inconsistent benefits of meaning on phonological stability in short-term memory, but these studies were based on sets of unrelated words. Using a novel design, we examined the immediate recall of sentence-like sequences with coherent meaning, alongside both standard word lists and mixed lists containing words and nonwords. We found, and replicated, substantial effects of coherent meaning on phoneme-level accuracy: The phonemes of both words and nonwords within conceptually coherent sequences were more likely to be produced together and in the correct order. Since nonwords do not exist as items in long-term memory, the semantic enhancement of phoneme-level recall for both item types cannot be explained by a lexically based item reconstruction process employed at the point of retrieval (“redintegration”). Instead, our data show, for naturalistic input, that when meaning emerges from the combination of words, the phonological traces that support language are reinforced by a semantic-binding process that has been largely overlooked by past short-term memory research.     

Challenges to addressing student mental health in embedded counselling services: a survey of UK higher and further education institutions

With reports continually demonstrating increased demand and severity of student mental health needs, it is important to gain a fuller understanding of the impact on embedded student counselling services. The aims of this research were to identify (a) service similarities, (b) factors which impact on services, (c) characteristics of service users, and (d) the use of therapeutic technology (e.g. online self-help). An online survey was completed by 113 heads of UK student counselling services across Higher Education (HE), Further Education (FE), and Sixth Form Colleges (SFCs), to capture service data from the academic year 2013/14. Students predominantly received high-intensity support (e.g. counselling) and referrals increased over 3 years. Challenges to embedded counselling services and their implications for development are discussed.     

Do Self-Incentives and Self-Rewards Change Behavior? A Systematic Review and Meta-Analysis

Encouraging people to self-incentivize (i.e., to reward themselves in the future if they are successful in changing their behavior) or self-reward (i.e., prompt people to reward themselves once they have successfully changed their behavior) are techniques that are frequently embedded within complex behavior change interventions. However, it is not clear whether self-incentives or self-rewards per se are effective at bringing about behavior change. Nine databases were searched alongside manual searching of systematic reviews and online research registers. One thousand four hundred papers were retrieved, spanning a range of behaviors, though the majority of included papers were in the domain of “health psychology”. Ten studies matched the inclusion criteria for self-incentive but no studies were retrieved for self-reward. The present systematic review and meta-analysis is therefore the first to evaluate the unique effect of self-incentives on behavior change. Effect sizes were retrieved from 7 of the 10 studies. Analysis of the 7 studies produced a very small pooled effect size for self-incentives (k = 7, N = 1,161), which was statistically significant, d₊ = 0.17, CI [0.06, 0.29]. The weak effect size and dearth of studies raises the question of why self-incentivizing is such a widely employed component of behavior change interventions. The present research opens up a new field of inquiry to establish: (a) whether or not self-incentivizing and self-rewarding are effective behavior change techniques, (b) whether self-incentives and self-rewards need to be deployed alongside other behavior change techniques, and, (c) when and for whom self-incentives and self-rewards could support effective behavior change.     

A review of the concurrent-chains arrangement to assess intervention choice: 2018–2023

The purpose of this review is to summarize recent literature on the use of concurrent-chains arrangements in the assessment of preference for interventions (or intervention components) in the applied literature. The types of interventions and participants are described briefly, and procedural variations, ethical considerations, and recommendations for future research are discussed.     

Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors

Social Psychology of Education - Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of...     

How lay theories of prejudice shape prejudice confrontations: Examining beliefs about prejudice prevalence,origins, and controllability

The formative framework in prejudice confrontations research has focused on the utility of confrontations to activate one's self-regulation strategies to interrupt unintentional prejudice, discrimination, and stereotyping. As this framework remains dominant in the literature, little research has examined everyday people's theories about prejudice that diverge from this framework and accounted for these theories in investigating confrontation rates and outcomes. In this paper, we review key lay theories of prejudice and discuss the ways in which they may influence prejudice confrontations. First, we summarize lay theories regarding the prevalence, origins, and controllability of prejudice. Next, we consider how lay theories of prejudice may factor into the circumstances under which people confront prejudice, goals that people may hold when confronting, and outcomes of confronting for confronters and perpetrators. Throughout, we highlight fundamental research questions and hypotheses that integrate lay theories of prejudice and prejudice confrontations. We propose that better understanding lay theories of prejudice and how they influence prejudice confrontations may help to advance translational and theoretical research in social psychology.