Social Psychology Of Education Research Articles

Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement

One purpose of this study was to test a model of a collective teacher culture (CTC) proposed by Skaalvik and Skaalvik (Skaalvik and Skaalvik, Social Psychology of Education 24:1389–1406, 2021). In this model, a second-order CTC variable was indicated by four first-order variables: positive and supportive social relations with colleagues, collective teacher efficacy, shared goals and values, and value consonance. A second purpose was to test how a CTC was associated with teachers’ perceptions of the school goal structure (learning and performance goal structures). A third purpose was to explore relations between the two dimensions of the school goal structure, CTC, teacher self-efficacy, and teacher engagement. Participants in the study were 1145 teachers in elementary school, middle school, and high school. The data were analyzed by means of confirmatory factor analyses and SEM analysis. The factor analyses supported the proposed model and revealed that a CTC was positively and strongly associated with a learning goal structure and positively and moderately associated with both teacher self-efficacy and teacher engagement. In contrast, a CTC was negatively associated with a performance goal structure. A learning goal structure was also positively associated with teacher self-efficacy and engagement. In the SEM model, CTC partly mediated the associations between a learning goal structure and teacher self-efficacy and engagement.

Systems of Oppression: The Impact of Discrimination on Latinx Immigrant Adolescents' Well-Being and Development.

With over 400 harmful immigration policy changes in the past 4 years, Latinx adolescents and families nationwide are developing within a context of extreme anti‐immigrant sentiment (Dismantling and reconstructing the U.S. immigration system: A catalog of changes under the Trump presidency, Migration Policy Institute, 2020). This paper introduces the Multitiered Model of Oppression and Discrimination (MMOD), a conceptual model for understanding the impacts of multiple levels of discrimination on the well‐being and development of Latinx immigrant adolescents. Interpersonal discrimination (Hispanic Journal of Behavioral Sciences, 2010, 32, 259), community‐held stereotypes (Social Psychology of Education, 2001, 5, 201), institutional policies (Children and Youth Services Review, 2018, 87, 192), and structural practices (Journal of Criminal Justice, 2020, 66, 1) can negatively impact well‐being and development among these adolescents. Culturally sustaining interventions, civic engagement and mobilization, and policies targeting inequitable policies and practices will provide healing and an avenue for liberation.

Аттракторы стадий становления субъектности студентов вуза

The relevant problem of social educational psychology is to identify states of self-organization and self-development of students’ psychological traits in the academic group. One of the possible ways to solve the problem is to use the mathematical theory of dynamic systems to determine the attractors of the development stages of university students’ agency. The purpose of the study presented in the article is to substantiate application of the theory of complex dynamic systems in modeling development stages of university students’ agency. Hypothesis of the study: the theory of complex dynamic systems is applicable to modeling the development stages of university students’ agency. Approbation of the theory of dynamical systems was carried out in the course of a longitudinal study in four groups of 1st to 4th year full-time students (N = 79; M = 19.6; SD = 2.4 years; 100% women). The study revealed that the development stages of university students’ agency have one stable stationary state. The interval between two measurements was 28 weeks. The most common attractors are found in the “learner” and “master” stages. We revealed two stable states in the stages in the second-year students’ group. The stages indicate presence of micro groups with different levels of manifestation of development stages of agency, which are characterized by the phenomenon of self-organization in the academic group. The applied aspect of the study is to create a dynamic model of the stages of university students’ agency development in a separate academic group. The research showed prospects of applying the dynamic systems theory combined with the ecopsychological approach.

Социальная психология воспитания в социально-педагогическом ракурсе

Социальная психология воспитания в социально-педагогическом ракурсе

Включенное наблюдение как метод психолого-педагогических исследований

Включенное наблюдение как метод психолого-педагогических исследований

Measurement issues of the social class in social psychology of education: Is it a category mistake?

Abstract The present article discusses the measurement of social class in the social psychology of education research. It was evident that social class experiences are conflated with the socioeconomic status (SES) indicators and the subjective measure of the class context was underrepresented. However, this was discussed in Rubin et al (2014) about the intersectional nature of social class taking into account both objective and subjective indicators. The derivation of the social class experience from the objective and subjective measures were critically discussed. An effort was made to understand whether these translations are category mistake or not. Three trajectories will be utilized to address the category mistake, that is, 1) subjectivity and objectivity debate in the measurement of social class in social psychology of education, 2) debates encircling around the position of social psychology and its underutilized concept such as social class as scientifically objective facets in social sciences and 3) operationalism of social class and category mistake.

Первая студенческая конференция памяти М.Ю. Кондратьева «Социальная психология: вопросы теории и практики»

This report gives a survey on the First students’ conference in memory of M.Y. Kon- dratyev “Social Psychology: Theory and Practice”. The conference demonstrated a number of best works by students at bachelor and master level, which were done in accordance with classical national tradition in social psychology studies. Thematically the conference spreads to such topics as: psychology of small groups, social psychol- ogy of an individual, ethnic psychology, social psychology of education, psychology of management, leadership psychology, family social psychology, as well as a number of practical socio-psychological aspects.

教育社会心理学研究の動向と課題

教育社会心理学研究の動向と課題

Anxious Settler Belonging: Actualising the Potential for Making Resilient Postcolonial Subjects

When I arrived in Aurukun, west Cape York, it was the heat that struck me first, knocking city pace from my body, replacing it with a languor familiar to my childhood, although hea more northern. Fieldwork brings with it its own delights and anxieties. It is where I feel competent and incompetent, where I am most indebted and thankful for the generosity kindness of strangers. I love the way “no-where” places quickly become somewhere and some to me. Then there are the bodily visitations: a much younger self haunts my body. At time adult self abandons me, leaving me nothing but an awkward adolescent: clumsy, sweaty, too m body, too white, too urban, too disconnected or unable to interpret the social rules. My body in that this is not my home, but home for Wik and Wik Way people. Flailing about unmoored from socio-cultural system that I take for granted, and take comfort from – and I draw sustena Anxiety circles, closes in on me, who grows distant and unsure, fragmented. Misusing Deborah Rose, I’m tempted to say I’m separated from my nourishing terrain. Indeed it can feel like nation (not the country) slipped out from under my feet.

Lost in Translation: Thoughts Regarding the Translation of Existing Psychological Measures Into Other Languages

Over the last decades, psychological science has become more and more international (Alonso-Arbiol & van de Vijver, 2010). In order to be able to compare research findings from different countries and in different languages, it is important to ensure the comparability of the assessment methods used. Thus, translations of standard measures have now appeared in a multitude of different languages. The increased availability of different language versions of the same measurement tools would seemingly create a need to internationally publish articles introducing these versions. An often-heard argument is that, in order for the translated measure to be useful, an English language publication has to test its psychometric properties. Let us scrutinize this argument more closely. An argument often used to support the need for an English-language publication concerning a translated instrument is that the international research community would not accept research findings based on translated instruments whose psychometric properties have not also been published in English. This is a dangerous thought, on the one hand, because it implies a certain mistrust: A peer-reviewed publication would otherwise suffice. On the other hand, besides this theoretical consideration, we will address some more practical issues below. When a new measurement tool is constructed, among the first questions to be answered are the following: 1. For what measurement purpose is the instrument designed (e.g., personnel selection, clinical assessment)? 2. What is the target population (e.g., adolescents, adults, patients)? 3. Who will employ the instrument (e.g., researchers, practitioners)? When translating an existing measurement tool into another language, clearly one must answer these questions as well. Obviously, the original authors have already defined the measurement purpose of the instrument. The same usually holds true for the target population and the instrument user. However, during translation of a measurement tool these aspects should be reconsidered and expressed specifically. Sometimes a translation goes hand in hand with a changed (or changing) target population or measurement purpose. Thus, measures are usually translated with a specific goal. Most translations probably aim for one of the following three goals: 1. to make a particular instrument available in a different language, 2. to provide a means for cross-cultural research, 3. to conduct research on the specific instrument itself. Not all of these translation goals have the same readership in mind. Consequently, depending on the translation goal, an English-language publication of the instrument’s psychometric properties may be more or less useful. When making a standard instrument available to a different language community, practitioners usually represent the targeted readership. This in itself is a valuable goal because practitioners probably make up the majority of test-users. However, it can be assumed that most practitioners have better access to journals published in their own language. Moreover, practitioners most likely find it easier to comprehend the ever-increasing complexity of data analyses if they can read it in their native language. Consequently, publishing findings in national journals should in fact positively affect the acceptance of the translated instrument. For this reason, this should be the preferred outlet of the article if the translation goal is to make the instrument available to local practitioners. This is especially true if testing the psychometric properties closely mirrors the original publication, so that the translated instrument and its inherent qualities are introduced to the practitioner at the same time. There are several examples where such a publication strategy was successful. Rammstedt and John (2005) as well as Lang, Ludtke, and Asendorpf (2001) published German versions of the Big Five Inventory (BFI), albeit differing in length. Both papers are cited 8–9 times per year on average since their appearance. Moreover, there are Germanas well as English-language papers that apply these translated BFI versions. Thus, the publications reached the intended audience and sparked new research that was accepted internationally.

教育社会心理学研究の動向と課題

本稿では，まず，日本教育心理学会第54回総会発表を概観し，「学級適応」「インターネット」「ジェンダー」が増加したことが示された。次に，最近1年間における学校教育の社会心理学研究の動向を(1) 社会性と対人関係，(2) 学校・学級適応，(3) 教師の教育機能，(4) 学級集団，(5) 学校組織の協働の5つに分けて概観した。その結果，個人のスキルやパーソナリティ・動機づけに拠るアプローチが多い動向にあった。教育社会心理学研究の今後の課題として，第一に，教育実践者との対等な関係の中で，教育社会心理学の理論・メカニズムを再構築する必要性，第二に，教育の社会的文脈としての課題状況分析を通して個人の教育と社会とを統合する取り組みの必要性が示唆された。

Group Learning in Law Schools: A Key to Fostering Professional Formation

This review of group learning in legal education draws upon empirical research from the social psychology of education and constructive-developmental theories of moral behavior to provide law school instructors with an approach to using small groups of four to five students in order to foster professional formation (also called professionalism or an ethical professional identity). Based on the idea of positive social interdependence or cooperation theory, this review states the case for viewing group learning as a pedagogy of fostering the cognitive, emotional, and social capacities involved with recognizing, facing, and resolving moral problems in small groups. An emphasis is made on how to foster self-authorship and individual accountability in teamwork. A model of assessment based on group learning that involves ongoing peer assessment and coaching is discussed. It draws upon relevant research from higher education, business, medicine and health sciences education, and provides practical suggestions for law school instructors and administrators who are interested in implementing group learning in the curriculum, including suggestions for how schools can assess their school's climate for cooperation and competition. An emphasis is made on how to foster self-authorship, reflection, and individual accountability in the context of small group learning. A model for dynamic assessment through ongoing peer assessment and coaching is discussed.

Supporting online collaboration: Drawing guidelines from an empirical study on E-Tutors

In the last two decades, the epistemic-engagement view has become the dominant frame of reference in the field of e-learning. In this view, learning is assumed to emerge from social interaction (Larreamendy-Joerns & Leinhardt, 2006). Literature indicates a number of potential interventions in order to make interaction possible and more effective. But little is known about the e-tutors’ beliefs and practices, e.g. how they intervene on the design and management of Computer-Supported Collaborative Learning (CSCL) courses in order to foster learners’ social interaction and knowledge construction. In the framework of a European project, the present study investigated how and when e-tutors intervene in respect to support online collaboration in CSCL. The project was meant at providing ICT-practitioners with guiding principles drawn from empirical research in social psychology of education concerning the complex relationships between social interaction and cognitive activities. Results show that the importance of some cognitive and social processes (e.g., social dynamics, collaboration feedback, etc.) still appears to be in part neglected by e-tutors.

Controversy, Conflict, and Moral Learning: An Interview with Michelle Tichy

Michelle Tichy is an applied social psychologist in the field of education. She earned her PhD in 2006 from the University of Minnesota in educational psychology with an emphasis in social psychology of education. She took a graduate minor in spirituality and healing. Currently an assistant professor of education at St. Norbert College in De Pere, Wisconsin, Dr. Tichy’s teaching and research are focused on early childhood education, the social psychology of human development, and holistic learning models. Holistic also describes her research, as she is actively engaged in work related to peace education, peace psychology, social Justice, feminist pedagogy, and cooperative learning. She recently presented this work at the annual meeting of the Association of Moral Education at New York University. Dr. Tichy was contacted about her work.

Social Psychology of Education

Social Psychology of Education

Social psychology of education

Social psychology of education

Steps toward Promoting Cognitive Achievements

The Elementary School Journal Volume 85, Number 5 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8505-0008$0 1.00 Research on teaching has always been carried out under the assumption that what happens in classrooms influences students' learning. In the heyday of the research guided by the process-product paradigm (Dunkin & Biddle 1974), there were two central determinants of students' learning that teachers could manipulate. One was the teacher's behavior. The second was the

The Self-Worth Theory of Achievement Motivation: Findings and Implications

The Elementary School Journal Volume 85, Number 1 o 1984 by The University of Chicago. All rights reserved. 0013-5984/85/850 1 -0001 $0 1.00 The purpose of this article is to describe the self-worth theory of achievement motivation, to summarize the research generated under this model, and to consider the implications of research for classroom teaching and learning. The self-worth theory assumes that a central part of all classroom achievement is the need for students to protect their sense of worth or personal value. Perceptions of ability are critical to this self-protective process, since for many students the mere possession of high ability signifies worthiness. Moreover, ability is widely perceived as a major cause of success, and success in turn reflects well on the individual. For these reasons, I will focus on the topic of ability perceptions and on developmental changes in these perceptions. A second main theme of this article concerns the various strategies that students employ to maintain a sense of worthiness in the face of failure, an outcome that would otherwise lead to suspicions of inability. A third theme concerns a potential conflict of values between teachers and students. Specifically, the failure-avoiding strategies that students often use to maintain a sense of competency involve various subterfuge such as procrastination, not trying, and excuses. These tactics come in direct conflict with

Beyond Time on Task: Students' Reports of Their Thought Processes during Classroom Instruction

The Elementary School Journal Volume 82, Number 5 o 1982 by The University of Chicago. All rights reserved. 0013-5984/82/8205-0006$01.00 For the past two weeks, Mr. Davis has been teaching his fifth-grade class how to add, subtract, and multiply fractions with like and unlike denominators. Each day he teaches the lesson by explaining the key concepts and skills to the class, working example problems on the board, and providingfeedback and positive reinforcement to the students. He then has students work practice problems at their seats. Mr. Davis has just completed teaching the lesson and is presently passing out the seatwork problems. Before instructing the students to begin work, he reviews the general problem-solving procedures with the students. For instance, he tells the students: "When adding fractions with unlike denominators, first you must find a common denominator. Then for each fraction, form an equivalent fraction using the common denominator. After you have done this you can add the fractions." When Mr. Davis has finished explaining, Jani begins working immediately and spends the rest of the class completing the problems. While she is working, Mr. Davis stops by her desk and notices that she is working the problems correctly. He then tells her she is doing the problems right and adds "Great job, Jani. Keep up the good work!" Depending on their particular theoretical orientations, educational psychologists would differ in their descriptions and explanations of Jani's successful performance of seatwork problems. Some psychologists would focus on the amount of time that Jani spent working on them. These psychologists would assert that Jani obtained a higher score than other students because she was on task more than the other students (see, e.g., Rosenshine 1979; Fisher et al. 1980).

Students' and Teachers' Views of Thinking Processes for Classroom Learning

Recently the process-product paradigm for research on teaching has undergone revision. Notable among updates to this paradigm are what Doyle (1980) calls the "mediating process paradigm," or what Winne (1981) refers to as the "cognitive mediational paradigm." Both views postulate that teachers do not directly influence student product variables, such as achievement. Rather, teachers influence students by causing them to think and behave in particular ways during teaching. These mediating events, in turn, may lead to changes in outcome variables. Hence, the effects of teaching on learning may be mediated by students' behaviors and cognitive processing during instruction. The cognitive mediational paradigm opens up to question the match between ways researchers hypothesize that learners