Social Achievement Goals and Social Adjustment in Adolescence: A Multiple‐Goal Perspective

Adolescents approach social situations with different social achievement goals (i.e., social development goals, demonstration‐approach goals, and demonstration‐avoid goals). Applying a latent profile analysis (LPA), a person‐centered approach, this study identified four groups of adolescents with distinct social goal profiles: approach‐oriented, undifferentiated high, demonstration‐oriented, and undifferentiated low. Observed differences in various indicators of social adjustment, including social anxiety, friendship quality, prosocial behavior as well as aggressive behavior, indicated that the approach‐oriented and undifferentiated high profiles showed most adaptive outcomes, whereas the demonstration‐oriented and undifferentiated low profiles showed maladaptive patterns of social outcomes. Profiles with high levels of social development goals showed the most adaptive social outcomes regardless of the level of demonstration‐oriented goals (i.e., demonstration‐approach and demonstration‐avoid goals). These findings suggest that focusing on high‐quality relationships and developing social competence leads to adequately contending with social challenges, and it provides protection against the negative effects of demonstration‐oriented social goals.     

An Exploration of Some Antecedents and Consequences of Creative Self‐Efficacy among College Students

Two studies examined the role of task‐, self‐, and other‐approach achievement goals, trait curiosity, and enjoyment as antecedents of creative self‐efficacy and the influence of creative self‐efficacy on grade point average and perceived performance/effort exerted among college business students from Mexico. To test our research hypotheses, we used Structural Equation Modeling treating the variables as latent. Results from study 1 showed that task/self‐approach goal was a significant antecedent of creative self‐efficacy and enjoyment a marginally significant antecedent. Results from study 2 showed a positive, significant influence of trait curiosity on creative self‐efficacy. Similarly, creative self‐efficacy had a positive, direct influence on perceived performance/effort exerted and an indirect influence on students' grade point average. The implications of our results were discussed.     

Lucky achievement: virtue epistemology on the value of knowledge

Virtue epistemology argues that knowledge is more valuable than Gettierized belief because knowledge is an achievement, but Gettierized belief is not. The key premise in the achievement argument is that achievement is apt (successful because competent) and Gettierized belief is inapt (successful because lucky). I first argue that the intuition behind the achievement argument is based wrongly on the fact that ‘being successful because lucky’ implicates ‘being not competent enough’. I then offer an argument from moral luck to argue that virtue epistemologists should maintain that knowledge is no more valuable than Gettierized belief.     

A Systematic Review Into the Psychological Causes and Correlates of Plagiarism

Interventions that are designed to stem plagiarism do not always override the motivation of individuals to cheat and, therefore, may not diminish misconduct. To inform more effective approaches, we conducted a systematic review to clarify the psychological causes of plagiarism. This review of 83 empirical papers showed that a specific blend of circumstances may foster plagiarism: an emphasis on competition and success rather than development and cooperation coupled with impaired resilience, limited confidence, impulsive tendencies, and biased cognitions. Fortunately, whenever students feel their life and studies align to their future aspirations, many of these circumstances tend to dissipate.     

Linking cheating in school and corruption

Introduction

Previous research suggests a link between academic cheating and corruption. However, no prior empirical studies examined this link with cross-cultural data.

中学生家庭社会经济地位与学业成绩的关系:心理素质各维度的多重中介作用分析

研究用方便抽样的方法调查了1570名中学生,通过中学生心理素质问卷来测量其心理素质,并对被试进行家庭社会经济地位（Socioeconomic Status,SES）评估和学业成绩考察。结果表明：（1）除中学生家庭SES与学业成绩相关不显著外,其余变量呈两两正相关;（2）整体心理素质在中学生家庭SES和学业成绩间中介作用显著。（3）认知特性和适应能力在家庭SES和学业成绩间存在多重中介作用,但两者存在抵消抑制作用。据此得出结论,高家庭SES对中学生学业成绩的积极影响,主要是通过对其认知特性的提升来实现的,而同时适应能力的增强则对学业成绩的上升有抑制作用。这一发现不仅拓展了对家庭投资理论和家庭压力模型的认识,还为进一步深化心理素质研究提供了新的思路;同时,该结论表明应为低家庭SES的学生提供补偿性教育,重视其认知特性的培养和提高,从而有助于提升其学业成绩水平。     

学生感知的学校氛围与主客观学业成绩:心理素质及其分维度的中介作用

本研究旨在探究心理素质及其分维度在学生感知的学校氛围与主客观学业成绩之间的中介作用。采用整群抽样的方法选取被试,样本一抽取北京、陕西等七个省市10所中学7~12年级共1274名学生,样本二抽取重庆、湖南等四个省市7所中学7~12年级共2190名学生。结果表明：（1）学生感知的学校氛围与主观学业成绩存在显著正相关,与客观成绩的正相关呈边缘显著,与心理素质存在显著正相关;（2）心理素质在感知的学校氛围与主客观学业成绩之间中介作用显著;（3）心理素质的不同维度在学生感知的学校氛围与学业成绩关系之间中介作用存在差异,其中认知品质在学生感知的学校氛围与学业成绩之间存在稳定的正向中介作用。研究结果启示教育者在实施素质教育的过程中,应注意营造积极的学校氛围,以此提高学生心理素质,尤其是认知品质的发展,从而提高学生的学业成绩。     

Study strategies and beliefs about learning as a function of academic achievement and achievement goals

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin &; Review, 19(1), 126–134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students’ achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky’s survey, along with the Achievement Goals Questionnaire [Elliot, A. J., &; McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality &; Social Psychology, 80, 501–519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students’ approaches to studying.     

青少年早期社交回避与同伴关系问题:有调节的中介模型

为探讨青少年早期社交回避、同伴关系问题、情绪调节能力和学业成绩的关系,本研究构建了一个有调节的中介模型。采用自我报告、同伴提名和学校记录的方式对上海地区小学4年级至初中1年级共660名被试进行测查,结果显示:(1)社交回避可以正向预测同伴关系问题;(2)情绪调节能力在社交回避与同伴关系问题之间起部分中介作用;(3)学业成绩调节了社交回避通过情绪调节能力影响同伴关系问题的中介作用前半路径。相对于学业成绩较高的儿童,社交回避更容易通过学业成绩较低儿童的情绪调节能力影响同伴关系问题。研究结果不仅可以从情绪调节能力和学业成绩的角度为社交回避个体的同伴关系问题提供解释,而且对引导同伴社会化、提升社会适应的过程具有启示意义。     

青少年早期学业成就的同伴团体社会化:感知学校氛围的调节作用

通过对1275名初一青少年开展为期半年的追踪调查,考察了同伴团体对青少年早期个体学业成就的影响,及感知学校氛围对这种影响的调节作用。结果表明:(1)在控制学校虚拟变量、年龄、性别、同伴团体规模及个体前期学业成就之后,所在班级前期的平均学业成就能显著预测个体后期学业成就;(2)同伴团体的学业成就能正向预测个体后期的学业成就变化,但班级相对于同伴团体的情境效应不显著。(3)在个体和同伴团体水平,感知学校氛围各维度不能显著预测个体后期学业成就,但同伴团体平均学业成就与该团体整体感知到的教师支持的交互项可以正向预测个体学业成就间隔半年后的变化。