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861.
Petru Lucian Curşeu Maryse M. H. Chappin Rob J. G. Jansen 《Social Psychology of Education》2018,21(2):289-302
Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative learning effectiveness. Our results show that the proportion of women in groups, and the group level need for cognition and core self-evaluations (within group average) positively predict discussion quality that in turn predicts group (academic) performance. Our results show that discussion quality fully mediates the effects of need for cognition and core self-evaluations on group performance. The effect for gender diversity on group performance is only partly mediated by discussion quality. 相似文献
862.
Homeschooling has been expanding in many countries in the western world, especially in the United States and in England. Studies have shown that there are different types of homeschooling, with different influences on the outcome of the educational process. However, the research to date has ignored the effects of parents’ personality and background on the practice of homeschooling, despite extensive evidence of the important role of these factors in shaping the educational orientation of parents. The present study focused on the impact of different aspects of parents’ personality and socioeconomic status on the type of homeschooling they chose. The findings indicated, among other things, that mother’s education correlated positively with more structured homeschooling, and family income and conscientiousness both correlated positively with more structure in daily routine and in homeschooling. 相似文献
863.
In this paper, we examine the relationship between basic psychological needs and student engagement in a population of Italian secondary school students. To measure the psychological needs, we have selected a set of indicators that, beyond the needs for autonomy, competence and relatedness, also include the need for justice, which is crucial in adolescence when the degree of sensitivity to the ways people behave in interpersonal interactions is well developed. To measure student engagement, we have considered the four-dimensional structure of the construct, which has added the factor of agentic engagement to the three conventional dimensions of emotional, behavioural and cognitive engagement. Participants were 640 secondary school Italian students aged 15–17. The results confirm that justice should be considered as an additional basic need in school settings, as it fosters intrinsic student motivation and engagement. Moreover, our findings provide evidence that agency is a dimension that enriches the construct of student engagement. In the conclusion, justice and agency are treated as constructs that deserve to be more deeply considered in future research into learning environments. 相似文献
864.
This research looks at the potential of peer interaction practices in improving narrative competence by analyzing the efficacy of peer learning on children’s oral narrative productions. Gains on a macro-level (structure and coherence of the narrative) and a micro-level (cohesion of the narrative) were analyzed. Fifty-six primary school children participated in this study. Each child told a narrative either individually (individual condition) or while interacting with a peer (joint condition). We explored whether children produced longer, more structured, coherent and cohesive narratives in a joint condition rather than individually, and in which condition the joint task was more beneficial for children’s narrative competence in terms of narrative scores in the individual condition, discrepancy between the members of the same pair, and quality of the interaction. The advantage of peer learning does not derive from the direct comparison of the individual versus the joint condition but depends on specific conditions: the joint condition was beneficial for individuals with lower individual competence and for pairs with a high discrepancy between individual scores. Children’s quality of interaction did not seem to influence the efficacy of peer learning on their narrative competence. 相似文献
865.
Stelios N. Georgiou Myria Ioannou Panayiotis Stavrinides 《Social Psychology of Education》2018,21(1):27-50
The purpose of this study was to examine the relationship between parenting styles, cultural values and bullying behavior at school. The main objective was to test the mediating role of cultural values in these relationships. The participants were 985 pre-adolescents, aged 10–12 years old (M = 10.95, SD = .75) from Cyprus and Greece who completed the Parental Authority Questionnaire, the Cultural Values Scale and the Bullying Victimization Questionnaire. Structural equation models were applied to test the interrelations between the latent factors. It was found that horizontal individualism was positively related to victimization, whereas vertical individualism was positively related to bullying. Furthermore, cultural values partially mediated the relationships between parental styles and bullying behavior. The contextual mechanisms explaining bullying and victimization were similar for males and females. The findings support the contextual conceptualization of bullying and point out the need to consider the mediating role of cultural values in order to understand the differential pathways between familial factors and child outcomes. 相似文献
866.
It is generally accepted by educators and social psychologists that non-cognitive factors influence learning. Students who have a fixed view of intelligence believe that abilities are permanent. They view set-backs and the need for effort as evidence of lack of ability. Students with a growth mindset believe that intelligence and abilities are malleable. Intelligence grows with challenge. The objective of this study was to consider if teaching growth mindset to a group of college students in remedial math classes would increase the likelihood of passing the course and remaining in school. Results found a near statistically significant correlation between growth mindset and passing the course but no evidence to support growth mindset and retention. An intervention to teach growth mindset led to statistically small positive results as measured by Pearson’s product-moment correlation and independent sample t tests. Results suggest that combining a variety of interventions with weak academic students is required. 相似文献
867.
With a growing interest in well-being as an outcome of schooling, there is an increased need for research on how to enable it in students’ academic lives. This study examined personality and coping strategies as predictors of students’ well-being outcomes at school using structural equation modelling. Students (N?=?328) completed measures of personality and coping strategies, and then approximately 6 months later reported on their satisfaction with school and subjective well-being. Results indicated that, along with personality and sociodemographics, productive coping strategies were associated with school satisfaction and subjective well-being 6 months later. The findings suggest that coping strategies used by adolescents to deal with the stresses of school have important consequences. Interventions to increase school students’ use of productive coping strategies may have meaningful impacts on their well-being. 相似文献
868.
The ability to regulate emotions appropriately and effectively is important in maintaining positive social interactions and outcomes. The current study investigated the association between the habitual use of suppression and reappraisal, and involvement in bullying in high school. Other social outcomes, such as current social satisfaction and support, were also considered. Two hundred and nine first-year psychology university students (mean age 19.13 years, SD?=?1.523) completed online questionnaires. Results demonstrated that suppression was associated with greater retrospective reports of victimisation during high school and lower current social satisfaction and support, even when controlling for general affect. Reappraisal was mostly found to be unrelated to bullying and social outcomes, with only one association existing between higher reappraisal use and better social satisfaction, which was no longer significant when controlling for affect. The findings extend on previous research by demonstrating a negative association between suppression and involvement in bullying. 相似文献
869.
Educational inequalities may be derived from differential teacher expectations toward students from different backgrounds. Such expectations may be associated with stereotypical beliefs and attitudes, which guide behavior and judgments. Although ample research is available concerning differential teacher attitudes based on student ethnicity, few studies have considered the effect of the educational level of the parents. The aim of the current study was to investigate teachers’ implicit and explicit attitudes toward students with differentially educated parents. Implicit attitudes were measured using an implicit association task (IAT). The first name of the student was used as a proxy for the educational level of parents, whereby we created separate versions for boys and girls. Participants were randomly divided in two groups, whereby the first group completed the IAT-boys version and the other group the IAT-girls version. Explicit attitudes were measured using a questionnaire. Participants indicated positive implicit attitudes toward students with highly educated parents, independent of the gender of the student. Teachers did not express differential explicit beliefs regarding the learning and social behaviors of students based on the educational level of the parents, and their expectations concerning the motivation and ambitions or educational chances of these students were neutral. The dissociation between implicit and explicit attitudes may be an indication of the social sensitivity of the relationship between students’ social background and educational achievements and opportunities. Especially implicit attitudes may account for differences in teacher behaviors toward different groups of students and in turn their educational opportunities, and could therefore partly account for consistent findings of educational inequalities based on the social status of families. 相似文献
870.
Lisel Alice Murdock-Perriera Quentin Charles Sedlacek 《Social Psychology of Education》2018,21(3):691-707
Teacher expectancy effects, the class of phenomena in which teacher beliefs about students influence student outcomes, are widely believed to operate through recursive processes of teacher-student interaction. Recent work in “wise” interventions has shown profound and robust effects in educational domains, and has attributed these effects to similar recursive processes (Yeager and Walton 2011). In this paper, we lay a foundation for forging connections between what we know about expectancy effects and how we might envision applying that knowledge as a lever in intervention research. We review the evidence for the existence and significance of teacher expectancy effects, as well as their possible mediators, including perceptual biases, confirmation biases, stereotyping, and attributional biases. We also hypothesize that empathy could play a role in mediating a relationship between expectancies and attributions. Finally, we propose a research agenda focused on the transmission, mediation, and attributional effects of teacher expectancies. 相似文献