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Direct linkFlorio, Eleonora; Caso, Letizia; Castelli, Ilaria – Social Psychology of Education: An International Journal, 2022
In a complex and systemic view of human development, the educational relationship is conceived as the keystone of development (Pianta, 1999; Pianta, 2001). However, harsh discipline practices may still be culturally rooted, thus affecting children's well-being. Two constructs that may provide useful insights on this topic are Adultcentrism (AD)…
Descriptors: Foreign Countries, Power Structure, Discipline, Educational History
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)
Jones, Martin H.; Hackel, Tara S.; Gross, Rachel A. – Social Psychology of Education: An International Journal, 2022
The social acceptance of LGBQ individuals changed dramatically over the past several decades, which calls into question extant research suggesting that LGBQ youth are often socially excluded. The current study utilizes quantitative social network analysis techniques to examine the peer group homophily and social centrality of Lesbian, Gay,…
Descriptors: LGBTQ People, Social Isolation, Peer Acceptance, Social Networks
Knepp, Kristen A.; Knepp, Michael M. – Social Psychology of Education: An International Journal, 2022
Previous research has indicated that academic entitlement can serve as a barrier between students and the benefits of a university education. As entitled students function as consumers and externalize responsibility for their learning outcomes, they risk lower grades and anti-intellectualism attitudes. This study explored how academic entitlement…
Descriptors: Student Attitudes, Learner Engagement, Expectation, Interaction
Parker, Patti C.; Perry, Raymond P.; Chipperfield, Judith G.; Hamm, Jeremy M.; Daniels, Lia M.; Dryden, Robert P. – Social Psychology of Education: An International Journal, 2022
Research suggests that when dealing with personal setbacks, secondary control (SC) adjustment and acceptance beliefs can foster psychological wellbeing. However, little research has examined these beliefs, in combination, and how they impact students in their academic development. We conducted secondary analysis using an eight-month longitudinal…
Descriptors: Student Adjustment, Well Being, Academic Achievement, Longitudinal Studies
Zogmaister, Cristina; Maricutoiu, Laurentiu P. – Social Psychology of Education: An International Journal, 2022
Students face frequent formal and informal tests, both in the academic context and social life. On each of these occasions, they risk falling short of their own or others' expectations. Facing failure is a psychological challenge, and people can react with defensive strategies, which may have negative consequences. Here we investigated the role of…
Descriptors: College Students, Self Esteem, Defense Mechanisms, Failure
Cabanas, Edgar; González-Lamas, Jara – Social Psychology of Education: An International Journal, 2022
Positive education has gained increased interest and attention in the last decade. Born as an applied movement within positive psychology, positive education aims to introduce a positive approach to education to aid schools in promoting happiness, improving learning and performance, and reducing mental health problems among children and…
Descriptors: Positive Attitudes, Academic Achievement, Psychological Patterns, Mental Health
Tan, Minda – Social Psychology of Education: An International Journal, 2022
School socioeconomic segregation is regarded as a threat to education equity worldwide. A policy tool randomising school admission can be utilised to adjust school socioeconomic status (SES), and it has the potential to compensate students disadvantaged by family socioeconomic status. To test this claim, this study investigated a longitudinal…
Descriptors: Socioeconomic Status, Social Integration, Academic Achievement, Longitudinal Studies
Muenks, Katherine; Yan, Veronica X. – Social Psychology of Education: An International Journal, 2022
The present study builds on and adds to a growing body of literature suggesting that teachers' mindsets predict students' classroom experiences. We examine to what extent university STEM instructors' beliefs about the role of failure in students' learning (i.e., their "failure-as-debilitating" mindsets) are associated with their…
Descriptors: College Faculty, STEM Education, Failure, Teacher Attitudes
Obermeier, Ramona; Schlesier, Juliane; Meyer, Simon; Gläser-Zikuda, Michaela – Social Psychology of Education: An International Journal, 2022
Due to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality--although these predictors offer good…
Descriptors: Well Being, Academic Achievement, Psychological Patterns, Educational Quality
Zang, Ning; Cao, Hongjian; Zhou, Nan; Jiang, Lianjiang; Li, Beilei – Social Psychology of Education: An International Journal, 2022
Job exhaustion is not uncommon among Chinese middle school teachers, but the key antecedents of job exhaustion and the underlying mechanisms in this historically underrepresented population remain poorly understood. This study examined the association between job demand and exhaustion, and tested the mediating role of job satisfaction and the…
Descriptors: Foreign Countries, Teacher Burnout, Middle School Teachers, Correlation
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
Koh, Jinyoung; Farruggia, Susan P.; Back, Lindsey T.; Han, Cheon-woo – Social Psychology of Education: An International Journal, 2022
This study examines whether self-efficacy predicted academic success (via self-regulation) for first-generation and continuing-generation college students (Model 1) and among various racial/ethnic groups (Model 2). The 3,316 ethnically diverse incoming freshmen from a large, urban, public university (53% first-generation) participated in this…
Descriptors: First Generation College Students, Self Efficacy, Success, Self Management
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
Acar-Erdol, Tuba; Bostancioglu, Ali; Gözütok, Fatma Dilek – Social Psychology of Education: An International Journal, 2022
Ensuring gender equality in education is among the Sustainable Development Goals specified by the United Nations. Ensuring gender equality in teaching/learning environments, however, requires gender aware and sensitive teachers. This study aimed to identify gender equality needs of preservice teachers through their perceptions. Following a…
Descriptors: Equal Education, Gender Bias, Preservice Teachers, Student Attitudes
