A qualitative study of Indian and Indian immigrant adolescents’ perceptions of the factors affecting their engagement and performance in school

Although a growing body of quantitative research has examined the non-cognitive factors affecting the school engagement and performance of adolescents across cultures, there is relatively sparse qualitative research investigating the perceptions of adolescents regarding the factors influencing their engagement and performance in school. This focus group study comprising 32 Indian adolescents from India (mean age = 16.78 years) and 20 Indian immigrant adolescents from Canada (mean age = 17.05 years), therefore, using a self-determination theory perspective, explored the perceptions of Indian and Indian immigrant adolescents about the factors affecting their school engagement and performance in India and Canada, respectively. Thematic analysis of eight focus group discussions suggested that Indian and Indian immigrant adolescents were primarily extrinsically motivated toward school and academics. Further, both the Indian and Indian immigrant adolescents perceived their classroom teachers as controlling rather than autonomy-supportive. Implications of the findings are briefly discussed.     

Hand movements reveal the time-course of shape and pigmentation processing in face categorization

Although the roles of shape and pigmentation cues in face categorization have been studied in detail, the time-course of their processing has remained elusive. We measured participants’ hand movements via the computer mouse en route to male or female responses (gender task) or young or old responses (age task) on the screen. Participants were presented with male and female faces (gender task) or with young and old faces (age task) that were typical, shape-atypical, or pigmentation-atypical. Before settling into correct categorizations, the processing of atypical cues led hand trajectories to deviate toward the opposite gender or age category. A temporal analysis of these trajectory deviations revealed dissociable dynamics in shape and pigmentation processing. Pigmentation had a privileged, early role during gender categorization, preceding shape effects by approximately 50 ms and preceding pigmentation effects in age categorization by 100 ms. In age categorization, however, pigmentation had a simultaneous onset of influence as shape. It also had a more dominant influence than shape throughout the gender and age categorization process. The results reveal the time-course of shape and pigmentation processing in gender and age categorization.