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This three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student relationships. Academic achievement was obtained from the school. The analyses of moderated mediation effects based on structural equation modeling showed that teacher-student emotional conflict increased the negative effect of students' low self-control on academic achievement via mastery goals, whereas teacher-student emotional support failed to moderate this link. Thus, both mediating and moderating effects exist in the association between self-control and adolescents' academic achievement. [ABSTRACT FROM AUTHOR]

Research suggests people try to protect their social self-esteem from threats from the ingroup or the outgroup. However, how members react to a threat to social self-esteem from a third party remains unclear. Three studies were conducted to examine the influence of a threat to social self-esteem from an authoritative third party on ingroup favoritism. We explored the effect of negative (versus positive) evaluation from the testing system on explicit and implicit ingroup favoritism in Study 1 and Study 2 respectively. We compared the effect of negative evaluation posed by the testing system or the competitive outgroup on ingroup favoritism in Study 3. Results suggested that individuals experiencing a threat to social self-esteem from an authoritative third party manifested less ingroup favoritism than those experiencing no threat or outgroup threat. The theoretical implications of this research on social identity theory and the practical implications of reducing intergroup bias are discussed. [ABSTRACT FROM AUTHOR]