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Educational disparities between traditional and non-traditional student groups in higher distance education can potentially be reduced by alleviating social identity threat and strengthening students' sense of belonging in the academic context. We present a use case of how Learning Analytics and Machine Learning can be applied to develop and implement an algorithm to classify students as at-risk of experiencing social identity threat. These students would be presented with an intervention fostering a sense of belonging. We systematically analyze the intervention's intended positive consequences to reduce structural discrimination and increase educational equity, as well as potential risks based on privacy, data protection, and algorithmic fairness considerations. Finally, we provide recommendations for Higher Education Institutions to mitigate risk of bias and unintended consequences during algorithm development and implementation from an ethical perspective.

We investigate the contrasting realities of the pandemic on psychosocial experiences and ways of coping among American Voices Project respondent surveys (N = 720) and interviews (N = 172). Despite similar levels of distress early in the pandemic, by late 2020 clear differences across education, race and ethnicity, and gender emerged, both quantitatively and qualitatively. Those with structural advantages reported greater gains from the pandemic, including self-improvement opportunities like therapy and time outdoors. In contrast, respondents without college degrees, Black and Hispanic individuals, and women reported experiencing greater psychosocial shocks into the later months of 2020 and feeling disproportionately undervalued, socially disconnected, and stressed, respectively. The former two groups also systematically differed in their coping strategies, which included hard work, emotion suppression, and faith.

Postpartum depression is a significant public health issue that occurs within the first 12 weeks after childbirth. It is more prevalent among teenage mothers compared to adults. However, the findings of the existing interventional studies cannot be readily applied to teenage mothers due to their unique psychosocial concerns. Furthermore, these findings have shown inconsistencies regarding the benefit of psychological and psychosocial interventions in reducing the incidence of postpartum depression. The current review is aimed at investigating the effectiveness of psychosocial interventions in preventing postpartum depression, specifically among teenage mothers. The preferred reporting items for systematic reviews and meta-analysis manuals were utilized to identify and select relevant articles for this review. The articles were retrieved using population, intervention, control, and outcome models. The quality of each article was assessed using the Cochrane risk of bias tool. Statistical analysis was conducted using STATA version 17. The effect size of the intervention was estimated using the standard mean difference in depression scores between the intervention and control groups. Heterogeneity among the studies was assessed using the I[superscript 2] statistic and Q statistic, while publication bias was evaluated through funnel plot asymmetry and Egger's test. A total of nine eligible articles were included. While psychosocial interventions have been demonstrated to decrease the incidence of postpartum depression compared to usual maternal health care, it is worth noting that the mean difference in depression scores was significant in only three of the included studies. The meta-analysis revealed that psychosocial interventions were effective at preventing postpartum depression, with a pooled effect size of -0.5 (95% CI: -0.95, -0.06) during the final postpartum depression assessment. The heterogeneity was substantial, with an I[superscript 2] value of 82.3%. Although publication bias was not observed, small studies had a significant effect on the pooled effect size. The findings of this review suggest that psychosocial interventions can effectively prevent PPD, particularly within the first 3 months of the postpartum period. This review highlights the scarcity of interventional studies in low-income countries, indicating the need for further research in diverse communities.

The integration of children's literature, specifically mathematical story picture books, in mathematics education has demonstrated significant benefits. Nevertheless, its actual implementation largely hinges on teachers' beliefs. This exploratory mixed-methods study examines the beliefs of 78 teachers regarding the integration of children's literature into mathematics teaching and learning, with a focus on identifying its barriers and enablers. Data were collected through an open-ended survey and semi-structured interviews and analyzed using thematic analysis framed by the concept of belief indication. The study identifies 15 barriers (across five themes) and 16 enablers (across six themes) that, teachers believe, affect their decisions to integrate children's literature into mathematics teaching and learning. This paper contextualizes the findings within the Theory of Planned Behavior (TPB), a framework from social psychology, to provide actionable recommendations and compare findings from studies conducted in Asian and Western countries. Ultimately, this research offers a broader understanding of teachers' behaviors and their receptiveness to educational reforms, such as the integration of children's literature, across diverse cultural and international settings.

The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review to describe how CSL is characterized in the extant literature and a Delphi survey of experts to elicit more current thought. Guided by cultural-historical activity theory, inductive and deductive analyses produced seven elements of CSL and their constituent characteristics: (1) resources, (2) attributes of those resources, (3) actors, (4) interactions between actors, (5) contexts, (6) topics, and (7) purposes. The typology created through this process is meant to be generative, serving as a starting point for continuing refinement within science education and other fields related to science learning and knowing.

Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers' perspectives on how their teacher team might be linked to their school climate work, and what team characteristics facilitate their work to create and maintain a positive and supportive climate within their school. To understand teachers' comprehension of their team, we applied a social psychology framework, using social interdependence theory and the concept of psychological safety. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. The findings revealed that teachers perceived the team as the most significant support structure when it comes to school climate work. According to them, the team was associated with shared responsibility, support and help, as well as safety and an open climate. By elucidating teachers' insider perspectives regarding their working conditions aligned to their work with school climate, we conclude that well-functioning teacher teams are experienced as a safe place to work on creating and maintaining a positive school climate.

Research in social psychology and education proposes that adopting a growth mindset of intelligence is an important mediator for the well-being and performance of students at school. As a consequence, wise interventions have been developed to target student mindsets and change their beliefs about how much their intelligence can grow with training and experience. However, the efficacy of mindset interventions is highly debated, as effect sizes vary widely across studies. Here, we hypothesized that the study environment and, in particular, the teacher's mindset about intelligence is an important moderator of mindset intervention efficacy. We tested this hypothesis by randomly assigning six middle schools from underprivileged neighborhoods in the Paris area in France to a no intervention condition, a condition with mindset interventions delivered only to the students, and a condition with mindset interventions for teachers and students. The results show that the combined teacher and student mindset intervention condition was the most efficient for increasing the student's growth mindset. This finding suggests that a short and easy-to-implement mindset intervention for teachers can help students develop a growth mindset.

Background: Pedagogical approaches that support young people's well-being and maximize their potential are among the "Journal of School Health" research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. Methods: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. Results: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and "ways of the world," and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone. Implications for School Health Policy, Practice, and Equity: Biblioguidance book clubs could offer an innovative pedagogical approach to advance students' psychosocial well-being and engage them as active participants in their own learning and health.

School violence is a global concern (UNESCO, 2022) with prolific consequences due to its lifelong psychological impact. Violence will continue to afflict human populations due to its underlying psychology, but this can be tempered by culture and other environmental factors. Violence is part of human nature and has an evolutionary basis rooted in our biology and is expressed psychologically through behaviour, thinking, and emotional expression (Buss, 2019; Zhang-James, et al., 2018). There are many forms, including physical and sexual assault, bullying and cyberbullying, public shaming, sexual harassment, suicidality, verbal and emotional abuse, and property theft. Although violence is ubiquitous, it is distributed disproportionally, as is obvious when considering demographics such as age, race, ethnicity, geographic location, socioeconomic status, gender, and environmental disparities (e.g., pollution, noise, and access to essentials). A prime example of environmental disparities is the current crisis affecting South Africa's electrical grid and its effects on behavior (Khumalo, 2023). These facts reveal challenges that can be addressed in order to reduce violence overall and in specific settings, and concomitantly reduce disparities and enhance social justice (Khumalo, 2019). We address these issues and provide recommendations for amelioration in the context of school violence in South Africa. While school violence is an increasing problem and challenge for all stakeholders (Le Mottee & Kelly, 2017; Ngidi & Kaye, 2022), Nelson Mandela reminds us that "We owe our children -- the most vulnerable citizens in any society - a life free from violence and fear."

This study examined the relationship between secondary school students' problem-solving success and perceptions using a relational survey model. This study investigated 378 students (212 girls and 166 boys) in the sixth, seventh, and eighth grades between 11 and 14 years old using the convenience sampling method. The problem-solving inventory for children, routine and non-routine problem tests, and problem evaluation rubric were used for data collection. Descriptive and inferential analyzes were utilized. The results indicated that students tended to avoid the problem-solving process. Variables of trust, self-control, and avoidance regarding problem-solving perceptions significantly predicted students' success in solving routine and non-routine problems.

The responsibilities of emerging adulthood and academic pressure are some stressful situations encountered among graduating students. Those graduating students used different coping that deals with stressful situations that may affect their quality of life. This study, a predictive correlational design, was conducted on 202 Filipino graduating university/college students to determine if stress and avoidant coping can predict their quality of life. Results showed a significant relationship existed between stress, avoidant coping, and quality of life. Stepwise forward regression analysis tested two regression models, where model 1 revealed that stress negatively predicted the quality of life. Whereas model 2 suggested that stress and avoidant coping (i.e., behavioral disengagement) was significantly higher in predicting the quality of life among graduating students.

This study advances our understanding of the role social studies methods courses can play in supporting pre-service teachers' development of their awareness of civic identities. Specifically, this study examines the use of interactive civic activities in developing preservice teachers' awareness of how their civic identities shape their social studies instruction. We analyzed data from preservice students' written memos, class activities, and conversations. Findings show that different instructional activities elicited differences in pre-service teachers' reported civic identities. Additionally, we found that identities were fluid relative to the issues presented, with students identifying with multiple identity types depending on their knowledge of and orientation to the social issues. Findings indicate that further research is needed to investigate a possible relationship between perceptions of civic identities and socio-political climates, exploring the intersection between place-based theories of learning and civic identity development in preservice teachers.

In this study that draws from the fields of social psychology and multicultural education, 45 Arab and Jewish pre-service and 108 Arab and Jewish in-service teachers were presented with a program designed to foster intergroup empathy and inclusive views. The two groups went through a similar process: choosing their outgroup, finding media that presented their outgroup's narratives, and reflecting on the experience. This study used mixed methods, including content analysis of the teacher's reflections. The findings indicate that mediated contact is an essential element of the empathy-enhancing process and that the narrative approach evokes expressions of empathy and inclusion. Differential outcomes between teachers were observed, which can clarify the process effects and how they foster empathy and inclusion.

Increasing and compelling research demonstrates the affordances of personal video footage as an informative and transformational tool in teacher professional learning (PL), yet many in-service teachers avoid engaging in this practice. This Australian Research Council funded study tracked teacher willingness to use video to capture the application of PL over 12 months in a rural Australian primary school. Data from questionnaires, video-based learning conversations, and collaborative sharing sessions demonstrated a strong increasing trend in the number of teachers volunteering to be videoed across three iterations of research. Thematic analysis highlighted five key factors as catalysts for increased teacher participation in engaging with video as a professional learning (PL) tool. These factors include -- safe relationships and the building of relational trust; personalized connection of PL to classroom practice; an effective video annotation repository system; teacher agency within an iterative structure; and time -- the need for external support systems. This study found that when these factors were addressed, willingness to engage in using the power of video as a tool to support teacher PL increased.

The end of the COVID-19 pandemic is in sight, but it brought tremendous challenges and opportunities to academia. This paper analyzes the equilibrium between teaching laxity and strictness and corresponding outcomes through the lens of the approach-avoidance framework. On one side, instructors are likely to allow flexibility in course policies and procedures, given the learners' difficulties amid the pandemic. On the other hand, however, this intention could lead to a lack of control in class and eventually jeopardize academic integrity and rigor. Therefore, we explicate the motivation mechanism and the adverse effects of teaching laxity. Furthermore, a portfolio of teaching methods and mapping based on psychological distance and behavioral control theories is presented. This research contributes to a further understanding of pedagogical innovations in the Information Systems (IS) domain in the unprecedented crisis.

This paper uses insider research within a Cultural Historical Activity Theory (CHAT) framework to examine the lived induction-to-teaching experiences of twelve new academics at a case-study Northern UK university. A CHAT lens foregrounds contradictions as a source for change in the induction-to-teaching process. Data generated through semi-structured interviews with these academics were analysed and, informed by CHAT, allowed us to discern contradictions in sociocultural and structural aspects of the induction activity systems which significantly impact new academics' experiences. Examining these contradictions enabled us to identify interventions for enhancing academic induction policy and practice within the case-study University, but also more widely.

In this exploratory study, we took as our point of departure Lori Salem's (2016) call to investigate the factors that affect students' decisions to visit the writing center. Rather than exploring student decision-making through a sociological lens, as Salem does, we drew on insights from social psychology to understand students' motivations. We explored two self-theories drawn from social psychology that are associated with students' academic achievement and with students' help-seeking: (1) implicit beliefs about intelligence or "mindsets"; and (2) sense of belonging. Using questions from previously validated scales, we measured first-year students' mindsets and sense of belonging and tested the relationships between these self-theories and students' visits to the writing center. We found correlations between students' mindsets and their willingness to seek support, but the relationships differed between minoritized students and comparison students. Although the numbers are modest, we noted a difference in the relationship between sense of belonging and writing center visits for minoritized students. Our study suggests areas for future research, which has the potential to change the way that writing centers conduct outreach to students and has possible implications both for our marketing efforts and tutor training.

Implicit racial bias has gained attention as a central contributor to enduring racial disparities in various systems in the United States, such as in criminal justice, particularly regarding police violence--and in education as related to school discipline. Scholars in education have suggested multiple strategies and products (e.g., professional development modules) to raise awareness among practitioners about their implicit biases. Similar to other individualistic approaches, such as the concept of grit, the implicit-bias approach has gained popularity in academia and practice as a remedy for racial disparities. This paper criticizes these product-oriented, individualistic solutions, targeting changes in an individual's psychological traits. Building upon a collective, participatory form of knowledge production activity led by a rural high school serving American Indian youth, we call for redirection to systemic transformation in the dysfunctional discipline system to address racial injustice in discipline with--not for--educators, students, families, and community members.

Mainland Chinese students' (MCSs') cross-cultural adaptation experiences in Hong Kong have remained under-researched. Our study investigates this phenomenon with a language and social psychology approach and explores the role of Cantonese ability and communication with locals. We invoked Communication Accommodation Theory (CAT) to investigate the intergroup communication between MCSs and locals. Thematic analysis of ten semi-structured interviews revealed that MCSs considered self-perceived Cantonese abilities and communication with locals critical for their adaptation. Invoking CAT to investigate this intercultural context provided valuable insights into the importance MCSs place on locals' communicative behaviours when deciding whether to communicate in the local language.

Objective: The study explored the prospective relations between depression and approach-avoidance achievement goals of undergraduate students in China. Methods: 2473 full-time undergraduates reported their depression and achievement goals annually from the freshman to the senior year. Data were analysed using descriptive statistics, correlation analysis and cross-lagged models. Results: Students' achievement goals decreased gradually during the first 3 years but rose in the fourth year, and the avoidance goals appeared to be less prevalent than the approach goals over time. Depression was negatively associated with approach goals, whereas positively correlated with avoidance goals. Depression in the freshman and sophomore years resulted in more avoidance goals 1 year later, and the depressive problems in the junior year predicted the decline of approach goals in the senior year. Conclusions: The present study highlighted the deleterious effects of depression on the achievement goals of college students.

Addressing the challenges facing society and the world will require an understanding of the biases and limitations of science. To combat these challenges, here, we advocate for the incorporation of ideologically aware (IA) material into postsecondary biology curricula. IA materials communicate to students how biases, assumptions, and stereotypes inform approaches to and outcomes of science. By engaging with IA materials, student awareness of the impact of science on social problems is expected to increase. In this paper, we situate this IA approach with two other pedagogical approaches that incorporate societally relevant content: culturally relevant pedagogy and socioscientific issues. We then call for research to test ways of supporting instructor implementation of IA material, to evaluate the impact of IA topics on student academic and sociopsychological outcomes, and to explore how to implement IA material in different cultural and social settings. Throughout, we focus on IA topics in the context of postsecondary biology classrooms but encourage the incorporation of IA materials across scientific disciplines and educational settings. Our hope is that greater inclusion of IA materials will create more transparent, scientifically accurate, and inclusive classrooms.

While considerable research in education has established objective and subjective status differences between tracks and focused on the outcomes of ability grouping on students' educational and broader outcomes, there is virtually no research that explains students' variability in track valuation. This study relies on theoretical insights from social psychology, ethnic studies and school effects research to develop hypotheses about the influence of individual and school level features on students' track valuation. Data from The School, Identity and Society survey, involving 4,540 adolescents from 64 Belgian schools is utilised, using multilevel modelling. The findings show the relevance of social identity theory and social norms in students judging all tracks; and track chauvinism, patriotism and cross-track friendships in explaining variability in students' prejudice towards other tracks. However, these relationships vary according to the track position of the student. The conclusions discuss the implications of this study for future research and social policy.

Protective face masks were one of the central measures to counteract viral transmission in the COVID-19 pandemic. Prior research indicates that face masks impact various aspects of social cognition, such as emotion recognition and social evaluation. Whether protective masks also influence social avoidance behavior is less clear. Our project assessed direct and indirect measures of social avoidance tendencies towards masked and unmasked faces in two experiments with 311 participants during the first half of 2021. Two interventions were used in half of the participants from each sample (Experiment 1: protective face masks; Experiment 2: a disease prime video) to decrease or increase the salience of the immediate contagion threat. In the direct social avoidance measure, which asked for the deliberate decision to approach or avoid a person in a hypothetical social encounter, participants showed an increased willingness to approach masked as opposed to unmasked faces across experiments. This effect was further related to interindividual differences in pandemic threat perception in both samples. In the indirect measure, which assessed automatic social approach and avoidance tendencies, we neither observed an approach advantage towards masked faces nor an avoidance advantage for unmasked faces. Thus, while the absence of protective face masks may have led to increased deliberate social avoidance during the pandemic, no such effect was observed on automatic regulation of behavior, thus indicating the relative robustness of this latter behavior against changes in superordinate social norms.

The COVID-19 pandemic has had significant consequences for all areas of human life. This particularly applies to people with intellectual disability (ID) whose functioning and living environment are associated with many specific risk factors. The review is to determine what difficulties and changes in the psychosocial functioning of people with ID have been brought about by the COVID-19 pandemic and what factors may be important in dealing with them. Twenty studies focused on the experiences of people with ID during the COVID-19 pandemic were analyzed. All of these were qualitative (n = 16) and mixed-method studies (n = 4). The COVID-19 pandemic has caused significant changes in the lives of people with ID, mainly in the organization of support and services. This has had important consequences for their psychosocial functioning. There has been a decrease in competencies and social integration, and an increase in difficult behaviors and mental problems. The challenges related to the COVID-19 pandemic have also resulted in positive changes: people with ID have developed technology skills and personality traits such as responsibility for themselves and others. People with ID have mastered safety habits to a varying degree. It is important to support them in the time of the COVID-19 pandemic, maintaining a balance between protecting them from risk and ensuring their autonomy.

Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students' perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms (n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived peer enjoyment, anxiety and boredom, and students' corresponding emotions for language learning, were positively related and that the effects of perceived peer enjoyment, anxiety and boredom on corresponding student emotions were mediated by control and value appraisals at the individual level. At the class level, however, the mediation effects were only significant for control appraisal as a mediator of effects on anxiety and value appraisal as a mediator of effects on boredom. Effects were robust across grade level, gender and previous language achievement. The discussion centers on the practical implications of peer emotion interactions for promoting foreign language development in classroom instruction.

One's attachment style forms early in life and can aid in dealing with future setbacks. Equally, Coping and resilience are two specific psychological mechanisms that form how one deals with problems and recovers from stressful situations. These three concepts are well-known interrelated concepts within psychology but to what extent they overlap is still unclear. The present study investigated attachment, resiliency and coping using structural equation modeling. Participants (N = 390), aged between 9 and 12 y old, completed an paper survey including Experiences in Close Relationship-Revised questionnaire (ECR-RC-12), Resiliency Scales for Children & Adolescents (RSCA), and the Brief-CPE (Coping Orientation to Problems Experienced). Path analysis revealed strong associations between attachment and resiliency as well as strong associations between resiliency and coping. Specifically, the predictive value of anxious attachment on resiliency was seen for all three resiliency sub-scales. However, the predictive value of avoidance attachment on resiliency was only revealed for two of the resiliency sub-scales. The two resiliency protective factors (sense of mastery and sense of relatedness) have a positive predictive value for three coping strategies. Equally, the resiliency risk factor (emotional reactivity) also positively predicted two coping strategies. The current findings demonstrate clear associations between these three concepts. Equally, the theoretical connections are discussed in light of these findings. Equally, stemming from this study, clinical implications are discussed that can inform practice in terms of approaching psychopathologies from different angles (resilience, coping, and attachment) as well as, the development of coping and resilience skills in order to support healthy development.

In this activity, students will create a flag that symbolizes their perceived identity. Each student will create and use a legend to define their perceived meaning behind the selected elements and how they came to associate that meaning with their identity. Finally, they will share their flag, its associated legend, and what they learned by completing the activity. They will provide support and feedback to peers while affirming and bearing witness to other students' work. Based on social identity theory social location, and intersectionality students will explore how identity is complex, unique, and multifaceted. Students will also learn, based on subjective uncertainty reduction theory, that group affiliation contributes to self-definition, and when individuals ascribe to group membership, they often commit to a shared system of beliefs, values, behaviors, and norms, making them their own. Courses Interpersonal Communication, Introduction to Communication, Intercultural Communication. Also applicable to secondary K-12 courses. Interpersonal Communication, Introduction to Communication, Intercultural Communication. Also applicable to secondary K-12 courses. Objective: This activity is designed to help students: (1) understand the connection between self-definition, social identity, social location, and intersectionality; (2) understand how symbols and symbolism are used to identify groups and aspects of individual identity; and (3) understand that through perceive social identity people build self-esteem, experience belonging, create meaning, and establish community. This activity is designed to help students: (1) understand the connection between self-definition, social identity, social location, and intersectionality; (2) understand how symbols and symbolism are used to identify groups and aspects of individual identity; and (3) understand that through perceive social identity people build self-esteem, experience belonging, create meaning, and establish community.

Previous studies have paid little attention to teachers` self or collegial considerations when making decisions about their students, precisely their tendency to avoid being blamed for students` failure. When a teacher is blamed for a student's difficulties, her/his public image ('face') is threatened, and s/he and her/his colleagues can be expected to engage in 'facework.' This study examined blame attribution and facework in teachers' discussions of struggling students and how they shaped teacher collaborative decision-making. Through discourse analysis of 187 audio-recorded discussions in placement meetings in an Israeli secondary school, the study highlights teachers` tendency to attribute blame for students` failure to others (175 blame events), mainly their students (53% of the cases). Micro-ethnographic discourse analysis found that when teachers blamed each other (17%), individual and collective face-management played a central role in their decision-making processes and outcomes. We explored the social dynamics in these discussions, using one discussion to illustrate the management of blame, related face-threat and facework, and implications for decisions. The study indicates the need for attention to blame avoidance and face issues in teacher training and PD programs and guidelines on how to manage them.

Retention and underrepresentation of diverse ethnic groups have been and continue to be problematic in the science, technology, engineering, and mathematics (STEM) disciplines in the United States. One foundational course that is required for all STEM majors is general chemistry. One way to increase retention and diversity in STEM majors is by targeting students' social-psychological beliefs about their academic success through the implementation of social-psychological interventions. These short impactful exercises aim to change students' thoughts, feelings, and beliefs about their academic success and affective characteristics. In this exploratory study, we designed and implemented two chemistry specific growth-mindset modules (GMMs) in two first-year chemistry courses (general chemistry 1 (GC1) and general chemistry 2 (GC2)) at a Hispanic-Serving Institution (HSI). Students worked on the GMMs asynchronously at two specific time points throughout the semester. Using a mixed-methods approach, we assessed students': (1) changes in mindset beliefs, chemistry self-efficacy (CSE), and chemistry performance, (2) perceptions towards failures and challenges, and (3) perceptions on growth-mindset modules (GMM) after participation in GMMs. Overall, GC2 students shifted towards a growth mindset and away from a fixed mindset, with small to medium effect sizes detected. No statistically significant changes in GC1 students' mindsets were detected throughout the study period. For both courses, students increased in CSE by the end of semester. Furthermore, GC1 students who participated in any portion of the GMM intervention achieved higher scores on the ACS exam compared to those who didn't participate. Additionally, students' written responses highlighted an improved attitudinal change towards failures and challenges after participating in GMMs. For both courses, over 95% of the students agreed that the GMMs were valuable, over 95% students indicated they developed more positive attitudes and perspectives towards challenges, and over 96% students believed they could learn challenging topics with effort, determination, and persistence. While these results show differences in performance, CSE, mindset scores, and attitudinal change after participation in GMMs, it is also important to acknowledge that self-selection into the study may be one of the factors for explaining such differences. Results and implications for practice are discussed.

Inspired by the recent 21st century social and educational movements toward equity, diversity, and inclusion for disadvantaged groups, educational researchers have sought in conceptualizing fairness in classroom assessment contexts. These efforts have provoked promising key theoretical foundations and empirical investigations to examine fairness in assessment. This review study aims to critically review these theoretical foundations and associated empirical studies to examine their potential for addressing the complex and evolving notions of fairness in classroom assessment contexts. This study also builds on fairness and justice literature in social sciences and broader educational discourses to provide additional theoretical grounds to rethink fairness in classroom assessment. Overall, this study contributes theoretical grounds for future theory-driven empirical research to advance fair assessment practices in classrooms.

The stereotype inoculation model proposes that environments primarily comprised of underrepresented in-group members afford them protection against the inimical effects of stereotypes. We conducted a macrolevel test of this model by examining the conditional effects of university context on students' perceptions of threatening race-science, technology, engineering, math (STEM) stereotypes. Participants were 333 African American undergraduate STEM students attending both a Historically Black College/University (HBCU) and a predominantly White institution (PWI). Results of a hierarchical regression analysis indicated that HBCU students reported significantly lower identity threat than their PWI counterparts when they endorsed both mean and high levels of social identification. Identity threat and social identity were also found to be significant negative and positive predictors of STEM self-efficacy, respectively, after controlling for implicit race-STEM stereotypes and other contextual and intrapersonal factors. Implications for fostering the STEM career development of African American students are discussed.

Purpose: Social exclusion is a complicated psychological phenomenon with behavioral ramifications that influences consumers' lifestyles and behaviors. In contrast, anthropomorphism is a phenomenon that marketing strategists employ and that occurs in customers' lives as a result of social isolation. The literature discusses these two complicated structures as ones that require investigation based on consumer judgments. The purpose of the current study is to understand the fundamental motivations that underlie the propensity for anthropomorphizing in people who suffer social isolation through their pets. Design/methodology/approach: To look into the motivations driving these themes, a study technique with three distinct components was created. Cyberball was employed as a technique to manipulate social exclusion in the initial stage of this research methodology. Two scenarios, one of which had an anthropomorphizing tendency and the other of which did not, were presented to participants who had suffered social exclusion and advanced to the second phase in order to determine the anthropomorphizing tendency. The Attachment to Pets Scale (LAPS), which Johnson et al. (1992) created based on the social support provided by pets, was utilized while creating the scenarios. The Zaltman method was applied as an interviewing technique in the third stage of the research design, with the interviewees being guided by visuals that reflected their emotions and thoughts. Findings: The results of the data analysis were evaluated in light of social psychology. A more thorough expression of the complex relationship between anthropomorphism and those who experience social exclusion has been made. The findings showed that when people anthropomorphize their pets in response to feelings of social exclusion, the motivations that emerge include pure love, loyalty, animals' need for a human, living creature and embracing. The study emphasizes that these ideas will be helpful in customers' interactions with anthropomorphic objects. Practical implications As a contribution to the literature, the study findings offer the five major motivations underpinning these beliefs. These findings may help marketing scientists comprehend social exclusion and anthropomorphism, thereby benefiting the individual and society. Originality/value: The majority of research in the literature (Chen et al., 2017; Epley et al., 2008; Eyssel and Reich, 2013; Waytz et al., 2019) verified that people who were socially excluded would use anthropomorphism, but no studies were discovered about the motivations outlined in the current study. The results of this investigation should add to the body of knowledge in this area. The pet was employed as an anthropomorphism tool in the current study because it is the object that a person chooses to anthropomorphize deliberately and independently. It adds to the study's originality by explaining in the individual's own terminology how he will feel as a result of his social isolation, how he will make up for it and potential responses he may have. In addition to all of these contributions, the study's primary goal of analyzing the motivations behind anthropomorphism yields significant findings that are relevant to both industry and academic research.

Social engineering is a method used by offenders to deceive their targets utilizing rationales of human psychology. Offenders aim to exploit information and use them for intelligence purposes or financial gains. Generating resilience against these malicious methods is still challenging. Literature shows that serious gaming learning approaches are used more frequently to instill lasting retention effects. Serious games are interactive, experiential learning approaches that impart knowledge about rationales and concepts in a way that fosters retention. In three samples and totally 97 participants the study at hand evaluated a social engineering serious game for participants' involvement and instruction compliance during the game. Field observations and unstructured interviews were used to collect data on participants' engagement, satisfaction and compliance with game master instructions. The findings show that there are potentials in changing the game material and its process to foster these dimensions and make it more useful as an instructional instrument for social engineering awareness creation. [Note: The publication year (2021) shown on the PDF is incorrect. The correct year is 2022.]

This study critically examined the impact of a crisis context (COVID-19 pandemic) on K-12 teachers by placing emphasis on the mentor-mentee dyad through the perspective of the mentee in a large United States public school system. A phenomenological case study was undertaken that used semi-structured interviews to examine 14 early career teachers (mentees) participating in a formal mentoring program during the 2020-2021 school year. The study focused on mentor-mentee relationships by accounting for the single most traumatic and transformative event of the modern era of K-12 public education. The analysis yielded three findings highlighting the impact of COVID-19 on the mentor-mentee dyadic experiences of first- and second-year teachers engaged in a mentoring relationship. The findings indicate that: (1) e-mentoring allowed for avoidant behaviors from mentors; (2) successful mentoring involves the development of personal relationships between a mentor and mentee; and (3) peer and reverse mentoring became commonplace during the COVID-19 pandemic. Public school systems can use these findings to help develop positive mentor and mentee relationships that go beyond the traditional dyadic roles and help reduce stress in a crisis context, while developing a culture where superiority bias is improved. Research implications offer mentoring literature a view to pay more attention to temporal influences during environments of high stress, which may provide more explanatory power on mentorship roles, cultural influences, and social interactions in the course of mentor-mentee practices.

Manifestations of educational inequity in diversifying societies have led to a wide acknowledgement of the need to develop all teachers' competencies to work in the context of diversity. The domain of beliefs and attitudes is generally included as one key component of teachers' intercultural competence, but there is little consensus over what the core beliefs shaping teachers' intercultural competencies are. This mixed methods study draws from social psychological research on inter-group relations and explores the role of polyculturalist beliefs and group malleability beliefs in shaping teachers' orientation to teaching for diversity and social justice. A hypothesized model was tested on survey data from Finnish comprehensive school teachers (N = 231) with structural equation modeling. Findings indicate that polyculturalism, in particular, strongly explains teachers' teaching for social justice beliefs and enthusiasm for teaching in the context of diversity. Furthermore, we present a case analysis, based on classroom observations and stimulated recall interviews, of how polyculturalism actualizes in one Finnish elementary school teacher's pedagogical thinking and practice, and discuss the implications of our findings for teacher education and further research.

Restrictions on in-person teaching during the COVID-19 pandemic severely challenged higher education practices worldwide. While didactic delivery of course content is easily achievable with virtual teaching technologies, promoting critical engagement with this material can be more difficult, particularly with classes of larger size and lower experience. Yet despite these practical challenges, for teachers of social psychology the pandemic context offered an unprecedented pedagogical opportunity to highlight both the relevance and limitations of social psychological research for tackling societal challenges. This paper outlines a strategy developed to sustain socially critical learning objectives within remote delivery of a large introductory social psychology module. This revolved around establishing asynchronous, peer-led online discussion forums wherein students independently considered how the concepts they encountered in weekly pre-recorded lectures could be applied to understand societal responses to the pandemic. The present article describes the structure of this pedagogical activity and the benefits it offered to students, teaching staff and the wider community.

There is considerable evidence that 'active learning' strategies are more efficacious than traditional 'passive learning' methods (e.g. lecture). Presented here is a small group active learning project developed for undergraduate social psychology students. The activity involves carrying out and reporting the results of a structured demonstration of the identifiable victim effect. The project provides students with the opportunity to write a research proposal, collect data, perform a basic analysis and interpretation of the data, and report their findings in written form. Student feedback on the project has been positive overall. The project seems to be particularly beneficial in helping students to understand and appreciate the research process. Keywords: active learning; group project; identifiable victim effect; social psychology.

The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term "qualitative" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North America- and Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North America- and Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.

Autism and anxiety are thought to be related to extreme demand avoidance (EDA), which is characterised by intense avoidance of everyday demands. However, the relative importance of autism and anxiety to EDA has yet to be investigated, and little is known about EDA in adulthood. We conducted two online survey studies (Ns = 267 and 549) with adults in the general population to establish the relative importance of autistic traits and anxiety as predictors of demand avoidance, using dominance analysis. Both autistic traits and anxiety were unique and equally important predictors of demand avoidance. These findings suggest EDA is linked to autism and are consistent with the theory that demand avoidance behaviours are potentially anxiety-driven in adults.

At present, with the rapid development of the internet and the gradual promotion of online collaborative learning, the social regulation of learning is receiving increasing attention, which involves socially shared metacognition, one facet of social metacognition. To date, social regulation of learning or socially shared metacognition have been widely studied using qualitative approaches. Although a variety of scales have been developed to measure metacognition in traditional individual learning, little work has been done to develop a scale to measure social metacognition in collaborative learning contexts. This study originally developed a social metacognition inventory consisting of 24 indicators by referring to the literature for assessing beliefs of other persons (BOP), awareness of other persons' thinking (AOPT), judgment of other persons' emotions (JOPE), co-regulation of each other's thinking (CREOT), and evaluation of other persons' thinking (EOPT). After EFA using 218 undergraduates' questionnaires of social metacognition in collaborative argumentation on a social psychological issue from a Sino-Foreign Cooperative Educational Institution, 17 indicators showed good factorability and reliability. After CFA using another 300 questionnaires on social metacognition in collaborative argumentation about the pandemic received from undergraduates who come from 52 countries in the International College of Education, among the 17 indicators derived from the first sample's EFA, three indicators had high correlation with others. Finally, based on the reviews of three experts, these three indicators were deleted. The remaining 14 indicators formed good construct validity with acceptable convergent and discriminant validities. In addition, the multi-group invariance test demonstrated that the structural model of the Social Metacognition Inventory has better configural invariance, which indicates that it can be generalized to other online collaborative argumentation contexts. The Social Metacognition Inventory can be used to quantify social metacognition in online collaborative argumentation when administering a large-scale experiment.

School is an important organizational unit in a country. School is also the foundation of every country's education system. A harmonious working environment and a healthy relationship are very vital to ensure the high quality of teachers' work. Issues in the workplace can lead to low performance, job dissatisfaction, loss of happiness, stress, and many other mental health issues. Teachers' well-being is greatly influenced by comfortable, healthy, and happy conditions. Hence, this study aims to examine well-being among teachers in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK) based on the quality of teachers' working life such as psychological, social, political, and economic needs. This was quantitative research with a survey method using questionnaires as the instrument. The respondents of the study comprised 300 teachers in a district in Kelantan, Malaysia. The respondents were chosen based on a random sampling technique. The results of the study showed that the level of teachers' well-being is high. There were no differences regarding the level of teachers' well-being between SMK and SABK.

Learning to be tolerant is important in multiethnic societies. Based on the premises that tolerance is built through dialogue and that nowadays much informal learning takes place in social media, this paper explores the reactions of young people when they receive racist memes through social media, and how they dare to express their opinions(or not). Responses of undergraduate students to messages presented in print and Facebook were compared using quantitative and qualitative techniques. Quantitative analyses took into consideration their perception of each medium, their self-efficacy, and the amount of invested mental effort. Results showed significant differences in perceptions of each medium, as well as the percentage of students who chose not to respond (26.8% did not respond in Facebook). Using qualitative techniques, a variety of strategies to express or avoid opinions were identified. In order to confirm the identified strategies and investigate further reasons for not responding, the study was replicated using a class discussion forum simulating an instant messaging group. Reasons for keeping silent were categorized. Discussion of the results found refers to the need of including the interaction of sociocultural variables with cognition and media affordances in the theory of media research, as well as to the implications for the learning of values and interculturalism.

The phenomenon of first impression is well researched in social psychology, but less so in the study of OSCEs and the multiple mini interview (MMI). To explore its bearing on the MMI method we included a rating of first impression in the MMI for student selection executed 2012 at the University Medical Center Hamburg-Eppendorf, Germany (196 applicants, 26 pairs of raters) and analyzed how it was related to MMI performance ratings made by (a) the same rater, and (b) a different rater. First impression was assessed immediately after an applicant entered the test room. Each MMI-task took 5 min and was rated subsequently. Internal consistency was [alpha] = 0.71 for first impression and [alpha] = 0.69 for MMI performance. First impression and MMI performance correlated by r = 0.49. Both measures weakly predicted performance in two OSCEs for communication skills, assessed 18 months later. MMI performance did not increment prediction above the contribution of first impression and vice versa. Prediction was independent of whether or not the rater who rated first impression also rated MMI performance. The correlation between first impression and MMI-performance is in line with the results of corresponding social psychological studies, showing that judgements based on minimal information moderately predict behavioral measures. It is also in accordance with the notion that raters often blend their specific assessment task outlined in MMI-instructions with the self-imposed question of whether a candidate would fit the role of a medical doctor.

This article reviews the educational writings of historian Edwin Judge, particularly by providing a wider context for his paper "The Undesirability of Christian Universities." It discusses differences between formal education and the churches in the Roman world and considers implications of these for modern Christian higher education. Given Judge's argument for Christian involvement in secular universities (and against Christian higher education), it considers recent problems with secular universities, especially the phenomenon of academic 'cancel culture'. To understand these problems, it considers the work of social psychologist Jonathan Haidt and 'Heterodox Academy'. The conclusion encourages Christians to seek excellence in research.

We propose genetic social psychology as a theoretical framework to render intelligible both the suppression of the expression of prejudice and prejudice reduction in childhood. In particular, we explore the role of positive in-group norms in prejudice reduction in childhood and adolescence and their interplay with realistic and symbolic threats and subgroup identification in the post-conflict setting of Cyprus in a sample of 303 (51.5% female) 7-12-year-old students (mean age = 8.73 SD = 1.58) and 387 (60.2% female) 12-17-year-old students (mean age = 14.24 SD = 1.45) collected from a random sample of thirty-nine schools in the Greek Cypriot community. The following hypotheses were tested (a) threats and social identification will form a closer link with prejudice in older than younger children (H1), (b) positive in-group norms will "trump" threats in relation to the expression of prejudice in older children (H2), (c) strength of identification would enhance the effect of positive in-group norms in the expression of non-prejudicial views (H3), and finally (d) strength of identification would enhance the impact of positive norms on prejudice reduction in childhood, through a deeper conversion process of threat reduction, whereas on the contrary, it will diminish their impact in adolescence through ideological resistance (H4). We found broad support for our hypotheses and discuss practical implications of the findings for education.