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Direct linkJonathan Smith; Gabrielle Garon-Carrier; Fanny-Alexandra Guimond; Caroline Fitzpatrick; Tanya Chichekian; Jérôme St-Amand; Annie Lemieux – Social Psychology of Education: An International Journal, 2024
This study was interested in the level of correspondence between high school students' self-perceptions of academic competence and achievement. The objectives were to (a) identify different profiles of students in terms of correspondence between perceptions of general academic competence and achievement in language arts and mathematics, (b)…
Descriptors: High School Students, Self Concept, Personality Traits, Academic Achievement
Pap, Zselyke; Maricu?oiu, Laurentiu; Vîrga, Delia; Ilie, Marian; Mladenovici, Velibor; Popescu, Bianca; Valache, Daniela – Social Psychology of Education: An International Journal, 2023
This study focused on the relationships between teachers' subjective well-being, perceived teacher support and students' subjective mental and physical health. We surveyed students at the beginning, halfway, and at the end of the second semester, collecting 1230 observations clustered within 410 students. Additionally, 66 of their teachers rated…
Descriptors: Well Being, Physical Health, Mental Health, Teacher Attitudes
Koca, Duygu Betül; Sart, Zeynep Hande; Sakiz, Halis; Albayrak-Kaymak, Deniz – Social Psychology of Education: An International Journal, 2023
Discussions about students with specific learning disabilities (SLD) often center on finding solutions for the difficulties they face in school. However, there is a lack of emphasis on the self-advocacy experiences of these students. Self-advocacy can empower students with SLD to pursue their interests, understand their rights, and effectively…
Descriptors: Self Advocacy, Learning Disabilities, Students with Disabilities, Vocational Schools
Haw, Joseph Y.; King, Ronnel B. – Social Psychology of Education: An International Journal, 2023
Self-determination theory emphasizes the crucial role of need-supportive teaching in facilitating student motivation and engagement. However, much of the research on need-supportive teaching focuses on its effects on students. An equally important but less explored topic is what facilitates teachers' need-supportive teaching. This two-part…
Descriptors: Self Determination, Student Needs, Student Motivation, Personal Autonomy
Wang, Jin-Kai; Xue, Hui-Qin; Wu, Xiao-Fei – Social Psychology of Education: An International Journal, 2023
The changes that COVID-19 pandemic has brought upon the world are unprecedented. Its impact on students' learning is equally profound, making it critical to heed students' academic achievement effects that may derive from these alterations. Therefore, the present study explored an integrative model of mental health, self-regulated learning and…
Descriptors: Mental Health, Academic Achievement, Foreign Countries, High School Students
McLure, Felicity I.; Fraser, Barry J.; Koul, Rekha B. – Social Psychology of Education: An International Journal, 2022
Recently, integrated STEM projects have been introduced into school curricula in an attempt to increase students' understanding and interest in pursuing STEM subjects in senior high school and university. However, little is known about the classroom emotional climate in STEM classrooms and its effect, along with teacher-student interpersonal…
Descriptors: STEM Education, Classroom Environment, Teacher Student Relationship, Structural Equation Models
Dotterer, Aryn M. – Social Psychology of Education: An International Journal, 2022
Racial and ethnic achievement gaps contribute to the lack of underrepresented minorities in STEM-related careers. This research is grounded in the expectancy-value model of achievement motivation which posits that motivation is influenced by social-cognitive variables such as self-efficacy and beliefs about the usefulness or utility of the task.…
Descriptors: Parent Participation, Expectation, STEM Education, Outcomes of Education
Barth, Joan M.; Masters, Stephanie L.; Parker, Jeffrey G. – Social Psychology of Education: An International Journal, 2022
Previous research on the impact of gender stereotypes on female adolescents' feeling of belonging to peer groups has focused on STEM classrooms and activities. This study expands this research and examines if perceptions of group-held gender stereotypes are related to adolescent girls' feelings of belonging to other social groups. Girls (N = 110)…
Descriptors: Sex Stereotypes, Sense of Community, High School Students, Females
De Gioannis, Elena – Social Psychology of Education: An International Journal, 2022
Gender stereotypes are often viewed as one of the root causes of the gender gap in STEM. According to Eccles' model, they would indirectly influence major choices by shaping expectations of success and values attached to the viable options. However, empirical findings on the link between implicit gender-science stereotypes and college major…
Descriptors: Gender Differences, Sex Stereotypes, Correlation, Majors (Students)
Espelage, Dorothy L.; Valido, Alberto; Robinson, Luz E.; Ingram, Katherine M.; El Sheikh, America; Woolweaver, Ashley M.; Koritz, Laura; Vincent, Claudia G.; Marquez, Brion; Walker, Hill M.; Svanks, Rita; Marmolejos, Roslyn Reynoso; Medina, Courtney; Meltsner, Zeke; Yalamanchi, Kovida; Pennefather, Jordan – Social Psychology of Education: An International Journal, 2022
Creating effective school-wide safety mechanisms depends on understanding students' previous experiences of reporting, however, students may also be apprehensive to report if it is considered "snitching." Focus groups were conducted in the 2015-2016, 2016-2017 school years across four U.S. high schools (N = 40). A phenomenological…
Descriptors: Disclosure, Barriers, Affordances, High School Students
Hao, Lifeng; Rubie-Davies, Christine M.; Watson, Penelope W. St J. – Social Psychology of Education: An International Journal, 2022
Whether teachers maintain their expectation bias for students over time is crucial for understanding self-fulfilling prophecy effects. However, the stability of teacher expectation bias has been largely ignored in the literature. We examined the stability of teacher expectation bias across a sample of teachers and the change trajectories of…
Descriptors: Teacher Attitudes, Teacher Expectations of Students, Bias, Teacher Student Relationship
Kuchynka, Sophie L.; Reifsteck, Tina V.; Gates, Alexander E.; Rivera, Luis M. – Social Psychology of Education: An International Journal, 2022
A longitudinal science intervention with students from ethnic-racial underrepresented groups in an urban area examined the roles of intervention participation and STEM relationships in implicit and explicit science identity and attitudes and social belonging. Across a four-week geoscience program, Black, Latinx, and Native American/Alaskan Native…
Descriptors: Blacks, African American Students, Hispanic American Students, American Indian Students
Veldman, Jenny; Van Laar, Colette; Thoman, Dustin B.; Van Soom, Carolien – Social Psychology of Education: An International Journal, 2021
In trying to understand women's underrepresentation in STEM (Science, Technology, Engineering, Mathematics), most existing research focuses on one STEM-field or collapses across all STEM-fields. However, these fields differ vastly in female representation: women tend to be most strongly underrepresented in technological and computer science…
Descriptors: Sense of Community, STEM Education, High School Students, Science Interests
Jones, Martin H.; Cooke, Toby J. – Social Psychology of Education: An International Journal, 2021
The academic consequences of being popular are well established, but much less is known about the academic consequences of desiring to be popular. Extant research on popularity goals only focuses on the implications for students' school engagement, help-seeking, and academic achievement. The current study expands these findings by examining the…
Descriptors: Social Status, Student Motivation, Academic Achievement, High School Students
Haugan, Jan Arvid; Frostad, Per; Mjaavatn, Per-Egil – Social Psychology of Education: An International Journal, 2021
The present longitudinal study was designed to scrutinize how adolescents perceive their life in upper secondary schools in general, and how central aspects of their perceived classroom climate predicted their coping beliefs and experience of school stress in particular. The participants were 1215 students in upper secondary schools (grades 2 and…
Descriptors: Stress Variables, At Risk Students, High School Students, Student Attitudes
