Showing papers in "European Journal of Psychology of Education in 2007"
TL;DR: In this article, the structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders.
Abstract: This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun’s (2000, 2006) controlvalue theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students’ different levels of control and value beliefs in mathematics, even when controlling for prior achievement. The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that the female emotional pattern was due to the girls’ low competence beliefs and domain value of mathematics, combined with their high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships between variables were largely invariant across the genders.
413 citations
TL;DR: In this article, a motivational model of persistence in science education was proposed and tested with high school students (n=728) and results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model.
Abstract: The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.
174 citations
TL;DR: In this article, a path analysis was conducted to examine the role of teachers' implicit theories, their seniority, and their perceptions of pressures at work in creating an autonomy supportive climate in the classroom.
Abstract: According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy. On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative impact on reported autonomy support, but their influence was also mediated by self-efficacy.
163 citations
TL;DR: In this paper, the meaning of the belief in a just world (BJW) for justice cognition at school and subjective well-being was investigated, and the results of two studies with Portuguese school students (7th-12th grade) and one with university students were consistent with their hypotheses.
Abstract: This article investigates the meaning of the belief in a just world (BJW) for justice cognition at school and for subjective well-being. We hypothesized that BJW should serve as a resource helping to maintain positive well-being and to assimilate experienced injustice. The results of two studies with Portuguese school students (7th–12th grade) and one with university students were consistent with our hypotheses. The more the students endorsed the BJW, the more they evaluated their school grades and their teachers’ and their peers’ behavior towards them as just and the more they were satisfied with life in general. Moreover, the more students felt fairly treated by their teachers, the less they felt distressed at school. Life satisfaction varied however independently of school-specific justice cognitions. This pattern of results persisted when controlled for achievement (grades) as well as for personality dispositions such as self-efficacy, self-esteem, and general trust. The implications of these results for further studies on adolescent development are discussed.
120 citations
TL;DR: In this paper, the salience of gender identity was found to affect the math performance of 7-8 year old girls in a test with arthmetical problems of varied difficulty.
Abstract: Can the salience of gender identity affect the math performance of 7–8 year old girls? Third-grade girls and boys were required to solve arthmetical problems of varied difficulty. Prior to the test, one half of the participants had their gender identity activated. Results showed that activation of gender identity affected girls’ performance but not boys. When their gender was activated as opposed to when it was not, girls solved more problems when the material was less difficult but underperformed on the difficult problems. Results are discussed with regard to the stereotype threat literature.
99 citations
TL;DR: In this article, the authors conducted interviews with high school seniors to examine whether and how family members affected their academic motivation and achievement and found that students perceived a broad range of types and sources of familial influence on motivation.
Abstract: Research examining family influences on student motivation and achievement in school has generally focused on parental influences and has often been limited to one or two variables (e.g., parental expectations or aspirations, parental involvement in schoolwork). In the present study we interviewed high school seniors to examine whether and how family members affected their academic motivation and achievement. Interviews were coded holistically for the strength, affective tone, source, and types of familial influence. Emergent themes from the interview analyses revealed that students perceived a broad range of types and sources of familial influence on motivation. Interviews were divided into five prototypical patterns: Family Obligation, Family Pleasing, Family Support, Aversive Influence, and No Influence. The types of familial influence differed by cultural characteristics (generational status, native country) and by achievement level. Associations between the five patterns of family influence and existing theories of family influence are discussed.
94 citations
TL;DR: In this paper, a latent variable structural model was constructed to test the relations among mothers' and fathers' parenting selfefficacy (PSE), their loneliness, and their child's peer-evaluated social competence, selfevaluated loneliness, teacher-evaluation motivational orientation, and academic skills.
Abstract: A latent variable structural model was constructed to test the relations among mothers’ and fathers’ parenting self-efficacy (PSE), their loneliness, and their child’s peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman & Karraker, 2000) was applied to a sample of mothers (n=876) and fathers (n=696) to test the relevance of these parenting task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship between both mothers’ and fathers’ loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation factors. Moreover, there was a modest relationship between parents’ PSE and their child’s social competence and consequently between social competence and child’s loneliness. The relationship between PSE and child’s academic achievement were mediated via child’s social competence.
90 citations
TL;DR: This paper investigated the relationship between, parental support, students' motivational orientations, and students' emotions during homework and found that extrinsically motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions.
Abstract: Two studies investigated the relationship between, parental support, students’ motivational orientations, and students’ emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when directive parental support was given. In study I, students (N=181) reported their emotions after having read two vignettes (autonomy-supportive vs. directive parental support). In study II, 38 students reported their motivation, the perceived quality of parental support, and their emotions after each of 21 homework sessions. Results of extreme group comparisons (intrinsic vs. extrinsic motivation) partly supported the assumed Aptitude-Treatment-Interaction: Even when students’ academic self-concept was controlled, extrinsically motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions; for directive parental support, the reverse trend was discovered. Consequences for homework interventions are discussed.
88 citations
TL;DR: In this article, the authors developed a study based on the reflections of a group of 224 student teachers about their cooperating teacher's and university supervisor's performance, and found that the importance attributed to the supervisors' personal features and to the quality of the interactions established with their student teachers were clearly regarded as an essential aspect of the student teachers' emotional balance.
Abstract: This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’ personal features and to the quality of the interactions established with their student teachers. These aspects were clearly regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry and suggestions for future research emerge as final contributions.
82 citations
TL;DR: In this article, a set of self-report questionnaires measuring the above variables was administered to three age groups of male and female students attending 7th, 9th and 11th grade.
Abstract: The aim of this study was twofold: (a) to examine student perceptions of their parent goals and their achievement goal orientations across adolescence, and (b) to examine how perceived parent goals relate to student achievement goal orientations, and engagement in the classroom (both emotional and behavioral) from early to late adolescence. A set of self-report questionnaires measuring the above variables was administered to three age groups of male and female students attending 7th (N=139), 9th (N=149), and 11th grade (N=138). Regarding the first aim of the study, results indicated that 9th and 11th graders scored lower than 7th graders on all student goal orientation scales as well as on the perceived parent performance goal scale. Regarding the second aim, multi-sample path analyses showed that the pattern of relationships among the variables under examination was different for the three grade levels. The significant and non-significant paths among the variables are discussed for each grade level. Implications of the above results for parents as well as for future research are pointed out.
72 citations
TL;DR: In this article, a questionnaire was developed containing statements about four constructivist assumptions: the importance of knowledge construction, cooperative learning, self-regulation, and the use of authentic problems together with self-perceived inability to learn and motivation to learn.
Abstract: The present studies were conducted to investigate students’ conceptions of distinct constructivist assumptions. To that end, a questionnaire was developed containing statements about four constructivist assumptions: The importance of knowledge construction, cooperative learning, self-regulation, and the use of authentic problems together with self-perceived inability to learn and motivation to learn. The studies demonstrate that the questionnaire was able to unearth students’ conceptions of the distinctiveness of constructivist assumptions. Students were able to identify the six factors underlying the questionnaire, as indicated by the fit of the hypothesized model. The test for measurement invariance showed that factor loadings were equivalent across groups and that the questionnaire’s underlying factor structure gave evidence of cross-validation. Testing alternative models with one and three latent factors resulted in poor model fits, supporting the questionnaire’s latent factor structure. The questionnaire developed appeared an adequate instrument to investigate students’ conceptions of constructivist assumptions of learning and students acknowledge the importance of these assumptions as distinct influences on their learning process.
TL;DR: This paper examined the effects of epistemic vs relational conflicts on the relationship with a partner and found that participants were more assertive in their answers, justified them to a lower extent, and expressed less doubt than after an epistemic conflict.
Abstract: This experiment examined the effects of epistemic vs relational conflicts on the relationship with a partner Students participated to a fictitious computer-mediated interaction about a text with a bogus partner who introduced either an epistemic conflict (a conflict that referred to the content of the text), or a relational conflict (a conflict that questioned participants’ competence) Results indicated that compared to the epistemic conflict, the relational conflict enhanced threat and reduced the perceived contribution of the partner Moreover, after a relational conflict, participants were more assertive in their answers, justified them to a lower extent, and expressed less doubt than after an epistemic conflict Results also indicated that the intensity of disagreement predicted different modes of regulation depending on the conflict type Finally, epistemic conflict elicited better learning than relational conflict
TL;DR: A critical review of the research literature concerning the links between the teacher and children's loneliness can be found in this article, where the authors reviewed hypotheses and research data on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher's attitude toward children' feelings of loneliness and his or her perceptions of his/her effectiveness in dealing with it; (III) the ability to identify lonely children; and (IV) the children's perceptions of the role of the
Abstract: The present study is a critical review of the research literature concerning the links between the teacher and children’s loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the existing data, critical questions are formulated, suggestions for future research are made, and educational implications for teacher training and school-based interventions are discussed.
TL;DR: In this article, the authors explored the learning experience of 572 high school students and examined its interrelationships with some personal and familial variables, finding that the better the family's intellectual climate, the higher student's scores on Deep approach.
Abstract: In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’ approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’ scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement, higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach. Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches) showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide an integrated view of students’ webs of experience.
TL;DR: This paper reviewed the major evidence of liberalisation of students' orientations, as well as evidence for the self-selection and socialisation explanations, and for normative and informational influence, and concluded with suggestions as to how future researchers can investigate whether change occurs and the processes by which this may be occurring.
Abstract: Research has long suggested that higher education leads to liberalisation in students’ sociopolitical orientations (e.g., Feldman & Newcomb, 1969; Newcomb, 1943/1957; Pascarella & Terenzini, 1991). Differences in level of liberalisation depending on academic discipline have also been found (e.g., Baer & Lambert, 1982; 1990; Guimond & Palmer, 1990; 1996). Two hypotheses have been proposed to explain these differences: self-selection, where people choose disciplines whose views most closely match their own; and socialisation, where people’s belief systems change to match their discipline’s. Two key mechanisms are thought to drive socialisation: normative (people’s attitudes change to match those around them) and informational influences (provision of specific knowledge creates attitude change). This paper reviews the major evidence of liberalisation of students’ orientations, as well as evidence for the self-selection and socialisation explanations, and for normative and informational influence. It concludes with suggestions as to how future researchers can investigate whether change occurs and the processes by which this may be occurring.
TL;DR: In this article, the authors evaluated the effectiveness of an intervention program aimed to develop fair play behaviours in a school Olympic education program and found that the intervention had immediate and sustained effects on students.
Abstract: The purpose of this study was to evaluate the effectiveness of an intervention program aimed to develop fair play behaviours in a school Olympic Education program. One hundred and twenty six, 5th-grade students from 4 elementary schools participated in this study, 66 of which were in the experimental group and 60 in the control group. The results revealed significant improvement in the reported fair play behaviours, classroom support and autonomy, orientation toward play and intrinsic motivation of the intervention group. Follow-up assessment revealed that the effects were maintained two months after the end of the program. Overall, it appears that the fair play intervention had immediate and sustained effects on students. The results suggest that programs based on sound theoretical principles can be effective in promoting students’ sociomoral development.
TL;DR: In this paper, the authors explored socio-cognitive, emotional and motivational regulatory processes displayed in scaffolding interaction between parents and their non-task and task-oriented children, and found that parents with nontask oriented and taskoriented children have formed differential multimodal interaction patterns which have been stabilized during repeated parent-child scaffolding episodes.
Abstract: In this exploratory study we conceptualized and explored socio-cognitive, emotional and motivational regulatory processes displayed in scaffolding interaction between parents and their non-task and taskoriented children. Based on the dynamic systems view and findings from developmental research, we assumed that parents with non-task oriented and task-oriented children have formed differential multimodal interaction patterns which have been stabilized during repeated parent-child scaffolding episodes. We hypothesized that, in comparison with task-oriented parent-child dyads, parents with non-task oriented children would show more non-optimal patterns in socio-cognitive, motivational, and emotional realms of scaffolding regulation. The sample consisted of 11 task-oriented and 12 non-task oriented (extremely task-avoidant or socially dependent) 7-year-old children with their parents. The children worked on picture arrangement and brick construction tasks. The quality of parent-child regulation was assessed both by global rating scales and by a micro-analytic procedure focused on dyadic coordinations (e.g., parental intrusiveness, directiveness, modulation of emotions and expectations). Global ratings and micro-analyses did reveal group level differences in socio-emotional regulation but not in socio-cognitive and motivational regulation.
TL;DR: In this paper, a questionnaire study (704 students from 36 classes) achievement and well-being value orientations were measured and students also rated valence scales for the school subjects German and Mathematics and reported their respective grades.
Abstract: Value orientations are believed to influence learning in school. We assume that this influence is mediated by the valences attached to specific school subjects. In a questionnaire study (704 students from 36 classes) achievement and well-being value orientations were measured. Students also rated valence scales for the school subjects German and Mathematics and reported their respective grades. In order to take into consideration the nested data structure, the mediation hypotheses were tested using the Hierarchical Linear Model in a series of intercept only models. School grades were significantly predicted by value orientation. A mediation analysis indicated that this relation was completely mediated by the valences of the different school subjects.
TL;DR: In this paper, two studies were conducted to test the link between numerical distinctiveness, stereotype threat and mathematical performance among women, and they found that solo women reported greater stereotype-related anxiety than non-solo women.
Abstract: Two studies were conducted to test the link between numerical distinctiveness, stereotype threat and mathematical performance among women. In the first study, stereotype threat was measured with a stereotype activation task. Women in a solo, non-solo or control condition completed word fragments and a mathematical activity. Solo women, rather than their non-solo counterparts showed mathematical performance deficits. Evidence did not support the mediating role of stereotype activation. In the second study, stereotype anxiety was assessed. According to analyses, solo women reported greater stereotype-related anxiety than non-solo women. A link between stereotype anxiety and mathematical performance deficits was also uncovered. Finally, mathematical underperformance was associated with greater interest in feminine activities. Strategies to buffer the effects of stereotype threat are discussed.
TL;DR: The authors examined how teachers' use of affective strategies (voice intonation, dramatization, personal involvement comments) during the reading and discussion of books influence young children's affective reactions.
Abstract: This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments) during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement, language play comments) Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository text) We found significant differences in both teachers’ affective presentation and young children’s affective reactions between fiction and information books, between the two fiction books but not between the narrative and expository text A strong bi-directional relationship was found between teachers’ affective presentation of stories and young children’s affective reactions In particular, teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice intonation and personal involvement comments Finally, text features, such as rhyming, were followed by children’s language play
TL;DR: In this paper, the authors focus on five aspects of parent influence on student's learning, i.e., parent selfefficacy, parent achievement goals, parent expectations and pressure.
Abstract: The study of parental influences on student motivation, learning, and school achievementhas increased recently as researchers attempt to understand contextual influences on learning(see, for example, Gonzalez-DeHass, Willems, & Doan Holbein, 2005; Spera, 2005, for areview). Parental effects on academic learning have been studied mostly in terms of parentalinvolvement in children's schooling or homework and parenting styles (e.g., Barnard, 2004;de Bruyn, Dekovic, & Meijnen, 2003; Englund, Luckner, Whaley, & Egeland, 2004; Glasgow,Dombusch, Troyer, Steinberg, & Ritter, 1997; Gonzalez, Doan Holbein, & Quilter, 2002;Grolnick & Ryan, 1989). However, the effects of other types of parental behaviours (e.g.,scaffolding patterns), as well as parental beliefs and parental affect (see Pomerantz, Grolnick,& Price, 2005, for the taxonomy) on student motivation, affect, and school achievement havealso been examined.In general, studies on the family-school connection have underlined the importantrelationships between parenting factors and school-related outcomes. However, the picture iscomplex regarding how parents can facilitate, strengthen or hinder desired academic outcomes.Factors including parents' and students' age and gender, their socio-economic status, ethnicityand other demographic variables all add complexity to the examination of parental influenceson student motivation and achievement in school (see, for example, Ganzach, 2000; Hill,Castellino, Lansford, Nowlin, Dodge, Bates, & Petit, 2004; Hong & Ho, 2005; Okagaki &Frensch, 1998). Both theoretical and methodological issues in this area still remain unresolvedand much more research is needed in order to advance our knowledge about the network ofrelationships between the multiple facets of parenting and academic attainment.This special issue attempts to shed light on several research issues regarding parenting andacademic attainment. Its focus is on parent and student motivation, affect, and behaviour as wellas on their interaction, aiming at providing a more comprehensive view about how parentsinfluence their children's learning. Specifically, in this issue we focus on five aspects of parentalinfiuence. First, there is a consideration of some of the multiple dimensions of parenting whichinfluence children's learning. The role of parents is examined in terms of parental behaviours(e.g., quality of parental support during homework, scaffolding interaction patterns), parentalbeliefs (e.g., parenting self-efficacy, parent achievement goals, parent expectations and pressure
TL;DR: In a follow-up study, the authors examined whether parents' recollections of their own school would predict their degree of satisfaction with the functioning of their child's school, and found that the parents' experiences of primary school were correlated with their overall satisfaction with education.
Abstract: This follow-up study set out to examine whether parents’ recollections of their own school would predict their degree of satisfaction with the functioning of their child’s school. A group of academically educated and vocationally educated parents with a child in preschool (N=391) were asked to think back to their primary school days and evaluate their school; these parents were then asked to indicate their satisfaction with the functioning of their child’s school once the child had reached the first, the third and the fifth grade. The parents’ recollections were found to influence their degree of satisfaction: among the academically educated respondents, the parents with relatively positive recollections showed higher levels of satisfaction than the parents with relatively negative recollections did; and among the vocationally educated respondents, the mothers with relatively positive recollections indicated higher levels of satisfaction than the mothers with relatively negative recollections did. It was suggested that parents’ recollections may be seen as an experience-based component of their general attitude towards education.
TL;DR: In this article, a model of the processes underlying teachers' judgments was proposed to gain further insight into the determinants of scholastic judgments, taking into account some of these determinants, the proposed model grants to pupils' social utility, as perceived by their teacher.
Abstract: The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers’ judgments. In addition to taking into account some of these determinants, the proposed model grants to pupils’ social utility, as perceived by their teacher, the status of central mediator between scholastic judgments and their determinants (pupils’ actual academic achievement, pupils’ scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models.
TL;DR: The authors found that male students who studied mathematics (identified) underperformed in the dual stereotype condition, compared to both single stereotyped conditions, in line with the choking under pressure hypothesis.
Abstract: This research aimed to establish if the presentation of two positive stereotypes would result in choking under pressure for identified male mathematics students Seventy-five 16 year old men, who had just commenced their AS-level study, were either made aware of their gender group membership (single positive stereotype) their school group membership (single positive stereotype) or both group memberships (dual stereotype) before being given a maths test Analysis revealed that male students who studied maths (identified) underperformed in the dual stereotype condition, compared to both single stereotyped conditions, in line with the choking under pressure hypothesis In comparison, no such effect was found for male nonmaths students (disidentified), suggesting that choking under pressure only occurs for individuals for whom the group membership is important to their self-perception
TL;DR: This article examined the influence dynamics that take place between two competent individuals presenting divergent solutions for a cognitive task and found that participants in the decentring condition solved the task better compared to the standard conflict of competencies condition and the control condition.
Abstract: This study (N=75) examined the influence dynamics that take place between two competent individuals presenting divergent solutions for a cognitive task. The hypothesis was that such settings (i.e., conflict of competencies) are unlikely to have a positive effect on intellectual performance because of the representation of the task, and that an increase in performance may be found if such a representation is modified. Three conditions were examined: a control condition in which participants completed the task by themselves, a conflict of competencies condition in which participants declared to be highly competent where confronted with a equally highly competent (bogus) partner who offered diverging solutions (standard conflict of competencies condition), and a conflict of competencies condition in which a decentring procedure was induced to modify the representation of the task. The results showed that participants in the decentring condition solved the task better compared to the standard conflict of competencies condition and the control condition. However, the results unexpectedly revealed imitation in the two conflict of competencies conditions compared to the control condition. Complementary analyses suggest that in the standard conflict of competencies condition imitation corresponds to a defensive motivation.
TL;DR: In this paper, a study was conducted to explore expert influence as a possible way to encourage girls' mobility towards math-and science-related careers, finding that only girls who did not personally believe the stereotype prior to influence, and boys who did, increased their intentions to engage in math/science-related career.
Abstract: A study was conducted to explore expert influence as a possible way to encourage girls’ mobility towards math- and science-related careers. High school students were exposed to an expert source presenting “scientific evidence” that contrary to stereotype, girls are better than boys in all subject domains. Beliefs related to stereotype content, self-evaluations and intentions to engage in math- and science-related careers were assessed before and after exposure to influence. While most participants were influenced at the level of stereotype content, only girls who did not personally believe the stereotype prior to influence, and boys who did, increased their intentions to engage in math/science-related careers. Implications of the findings are discussed, with an emphasis on the possible ways to influence girls who firmly believe in the stereotype.
TL;DR: The authors investigated the effects of two treatments supplementing students' (16 to 18 years of age and in pre-university education) regular course in economics, labelled concept treatment and labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts.
Abstract: In this study we investigated the effects of two treatments supplementing students’ (16 to 18 years of age and in pre-university education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students’ knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts.
TL;DR: This article found that implicit academic identification was weaker when motherhood cues were present (rather than absent), while participants reflected on their aspirations to become a college graduate rather than aspirations to be a mother.
Abstract: Despite notable steps toward gender equality and significant changes in gender roles, women continue to face tension between academic aspirations and the more traditional role of caregiver. The goal of the present research was to examine how this conflict might be revealed through assessments of associations that cannot be consciously controlled. In two experiments, college women completed implicit association tasks measuring the strength of their academic identification. Experiment 1 (N=55) showed that implicit academic identification was weaker when motherhood cues were present (rather than absent). In Experiment 2 (N=73), implicit academic identification was weaker when participants reflected on their aspirations to become a college graduate rather than aspirations to be a mother. These findings emphasize the malleability of the implicit academic self-concept. More precisely, they document that subtle exposure to cues and more deliberate thought processes produce distinct effects. This research contributes to a better understanding of contextual influences on the academic self-concept of college women and their potential implications for academic performances.
TL;DR: In this paper, the authors assess the development of phonological skills before and during learning to read and find that phonemes yielded better performances than larger units, particularly in M1.
Abstract: The purpose of this research was to assess the development of phonological skills before and during learning to read. Thirty-four children were tested twice, in nursery school and in first grade with an epiphonological task (E), e.g. judgment of similarity, and two metaphonological tasks, one requiring the extraction of common units (M1) and one requiring unit substitution (M2). As expected, performances decreased from E, to M1, to M2. In response to formal instruction, phonemes yielded better performances than larger units, particularly in M1. The correlations between scores in written word recognition test and phonological skills confirm the strong link between phonemic awareness and learning to read. However, syllable seems to be an important unit in phonological processing. The results are discussed in terms of the cognitive load involved in the different tasks.
TL;DR: In the academic year 2004-2005, approximately 400,000 immigrant pupils were enrolled in Spanish schools and six-form colleges as discussed by the authors and they carried out a differential analysis of the Scale of attitudes of school-children towards immigrant pupils.
Abstract: In the academic year 2004–2005, approximately 400,000 immigrant pupils were enrolled in Spanish schools and six-form colleges. The racial and ethnic diversity that Spanish society and schools present could be a source of new opportunities and social enrichment, for the national as well as the immigrant population. However, this contact between nationals and immigrants is not free of problems. School is one of the areas where attitudes towards different social groups begin to be formed, while at the same time being the main opportunity that our society has to create an environment of coexistence and attitudinal change. The first step to look at such a complex phenomenon in more detail is to have evaluation tools available that allow us to measure it. In this article we present the results referring to psychometric features, and we carry out a differential analysis of the Scale of attitudes of school-children towards immigrant pupils.