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The current research investigates people's perceptions of others' lay theories (or mindsets), an understudied construct that we call meta-lay theories. Six studies examine whether underrepresented students' meta-lay theories influence their sense of belonging to science, technology, engineering, and math (STEM). The studies tested whether underrepresented students who perceive their faculty as believing most students have high scientific aptitude (a universal metatheory) would report a stronger sense of belonging to STEM than those who think their faculty believe that not everyone has high scientific aptitude (a nonuniversal metatheory). Women PhD candidates in STEM fields who held universal rather than nonuniversal metatheories felt greater sense of belonging to their field, both when metatheories were measured (Study 1) and manipulated (Study 2). Undergraduates who held more universal metatheories reported a higher sense of belonging to STEM (Studies 3 and 4) and earned higher final course grades (Study 3). Experimental manipulations depicting a professor communicating the universal lay theory eliminated the difference between African American and European American students' attraction to a STEM course (Study 5) and between women and men's sense of belonging to STEM (Study 6). Mini meta-analyses indicated that the universal metatheory increases underrepresented students' sense of belonging to STEM, reduces the extent of social identity threat they experience, and reduces their perception of faculty as endorsing stereotypes. Across different underrepresented groups, types of institutions, areas of STEM, and points in the STEM pipeline, students' metaperceptions of faculty's lay theories about scientific aptitude influence their sense of belonging to STEM. (PsycINFO Database Record

Drawing on social exchange theory and a person-situation framework, we examined perceived organizational support as a moderator of the relationship between the Dark Triad personality traits of narcissism, Machiavellianism, and psychopathy with specific types of counterproductive work behavior (i.e., sabotage, production deviance, withdrawal, theft, and abuse). Using a sample of 208 currently-employed online participants and structural equation modeling analyses we found that individuals scoring high on the Dark Triad traits reported engaging in some types of counterproductive work behavior less frequently when they perceived higher levels of organizational support. Our results support the person-situation interactionist model and suggest that individuals possessing higher levels of narcissism and psychopathy engage in certain types of counterproductive work behavior relatively less frequently when they perceive the organization as being supportive.

Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven’s Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and Perceptions of Stereotype Threat. ANOVA results revealed that among African American men, those who had a stronger academic identification performed worse than those with a weaker identification; however, the reverse was true among African American women, as those who had stronger academic identification performed better than those with a weaker identification. Finally, both stereotype threat and autonomy support improved test performance for all participants (on easy items), except when women received both conditions. Our results indicate that the deleterious effect of stereotype threat is not consistent, and that performance may be boosted by providing greater autonomy support and strengthening academic identification (especially for female African American students).

College students vary in their procrastinating behavior with some completing their work promptly and others constantly delaying/failing to meet deadlines. We investigated students’ striving for perfectionism and self-determined motivation as predictors of their academic procrastination. Undergraduates (393) completed a survey including a 35-item Multidimensional Perfectionism Scale, a 28-item Academic Motivation Scale, and a 35-item Procrastination Assessment Scale. Using hierarchical regression analyses we found that different facets of perfectionism significantly predicted various types of procrastination (exam preparation, writing papers, and completing reading assignments), and self-determined motivation explained incremental, unique variance. Specifically, students who doubted their ability to succeed, viewed mistakes as a sign of failure, and did not set high personal standards, were more likely to report that their procrastinating behavior was problematic. Further, students who were more organized and self-determined in their motivation were less likely to procrastinate. Finally, mediation analyses portrayed students with stronger self-determined motivation as less likely to procrastinate and more likely to achieve higher GPAs because of high personal standards. Our findings suggest that educators who can help college students become more organized, pursue higher personal standards of achievement, and become more self-determined in their motivation could potentially reduce procrastination and facilitate higher academic performance.

We conducted the first tests of implicit academic identity (social versus studious) in relation to explicit academic identity (social versus studious), self-efficacy and self-esteem as predictors of self-determined motivation and goals (performance and learning). In Study 1, 366 undergraduates completed measures of implicit social/studious identity and implicit attitude towards social/studious domains along with explicit social/studious identity, academic self-efficacy, and self-determined motivation. In Study 2, 128 undergraduates completed implicit measures of social/studious identity, implicit self-esteem, and explicit measures of self-esteem, and goals (performance and learning). Our results offer the first evidence of significant correspondence between implicit and explicit academic identity and the unique, incremental contributions of implicit measures beyond explicit measures in explaining self-determined motivation and goal orientation. We also establish that socially oriented students have lower academic self-efficacy, lower self-determined motivation, and a preference for performance goals; studiously oriented students report higher self-esteem and a preference for learning goals.

In two studies, we assessed the effectiveness of a careers in psychology course in increasing students’ career decision self-efficacy, and the role of increased career decision self-efficacy in predicting motivation as well as course, and major satisfaction. Students completed assignments involving career self-exploration, planning future semesters, resume creation, job search, interviewing a professional in the field, exploring subfields, visiting a research lab, and internship opportunities. In Study 1, paired-sample t-tests for 79 students revealed significant increases in career decision self-efficacy. In Study 2, at pretest and posttest, 226 students completed measures of career decision self-efficacy, self-determined motivation, career information, course, and major satisfaction. Regression analyses indicated that career self-efficacy explained significant variance in self-determined motivation, course, and major satisfaction. Further, perceived gains in career information mediated the relationship between increased career self-efficacy and self-determined motivation, course, and major satisfaction. Finally, assignments providing concrete professional experiences predicted increases in career self-efficacy.

We examined motivational orientations, cognitive–metacognitive strategies, and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire, Implicit Theories of Intelligence Scale, Achievement Goal Inventory, and self-reported grade point average. A MANCOVA (controlling for sex and age) indicated that low self-efficacy students tended to believe intelligence is innate and unchangeable and high self-efficacy students pursued mastery goals involving challenge and gaining new knowledge as well as performance goals involving good grades and outperforming others. Further, hierarchical multiple regression analysis indicated that self-efficacy, effort regulation, and help-seeking predicted 18% of the variance in GPA. Interestingly, effort regulation partially mediated the relationship between self-efficacy and GPA. Overall, self-efficacious students are able to achieve academically because they monitor and self-regulate their impulses and persist in the face of difficulties. We discuss implications of these findings for educators seeking to strengthen both self-efficacy and effort regulation towards increasing academic achievement.

Identifying the best predictors of academic performance is crucial for postsecondary institutions seeking students with the greatest promise. We investigated the relative strength of standardized test scores (ACT), high school GPA, and non-cognitive, college readiness skills in predicting college GPA. College freshmen (505) completed the 108-item Student Readiness Inventory ( Le, Casillas, Robbins & Langley, 2005 ) and reported their high school GPA. We also obtained college GPA for 375 students from college records. In Study 1 , MANOVA results showed that students in groups with higher high school GPA or lower ACT reported increased college readiness. In Study 2 , regression analyses showed that although ACT scores predicted 13% of the variance in college GPA, high school GPA predicted an additional 11%, and Academic discipline, a non-cognitive factor, predicted an extra 2%. Further, Academic discipline partially mediated the relationship between high school GPA and college GPA. We discuss implications of identifying and assisting “at-risk” students.

Differences in students’ academic self-efficacy and motivation were examined in predicting preferred teacher traits. Undergraduates (261) completed the Teaching Behavior Checklist, Academic Self-Concept scale, and Academic Motivation scale. Hierarchical regression analyses indicated that academic self-efficacy and extrinsic motivation explained 5–23% of incremental variance in the ideal traits of “caring” and “professional.” Students who lacked self-efficacy clearly valued the “caring” trait in an ideal teacher. Extrinsically motivated students strongly endorsed the importance of an ideal teacher being “caring” (encouraging and compassionate) and “professional” (knowledgeable and confident). Implications for instructors include rewarding extrinsically motivated student by recognizing their performance and mentoring students who lack self-efficacy.

Personality and learning styles are both likely to play significant roles in influencing academic achievement. College students (308 undergraduates) completed the Five Factor Inventory and the Inventory of Learning Processes and reported their grade point average. Two of the Big Five traits, conscientiousness and agreeableness, were positively related with all four learning styles (synthesis analysis, methodical study, fact retention, and elaborative processing), whereas neuroticism was negatively related with all four learning styles. In addition, extraversion and openness were positively related with elaborative processing. The Big Five together explained 14% of the variance in grade point average (GPA), and learning styles explained an additional 3%, suggesting that both personality traits and learning styles contribute to academic performance. Further, the relationship between openness and GPA was mediated by reflective learning styles (synthesis-analysis and elaborative processing). These latter results suggest that being intellectually curious fully enhances academic performance when students combine this scholarly interest with thoughtful information processing. Implications of these results are discussed in the context of teaching techniques and curriculum design.

We examined the perceptions of three types of microaggressions (microinvalidation, microinsult, and microassault) targeted at an African American/Latino American employee, various degrees of a conf...

Student–faculty interactions can be crucial in developing students’ academic self-concept and enhancing their motivation and achievement. Colleges and universities that actively foster close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students’ academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya & Cole, 2001; Chickering, 1969; Chickering & Reisser, 1993; Cokley, 2000; Terenzini & Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, & Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering & Reisser, 1993; Lambert, Terinzini, & Lattuca, 2007; Pascarella, 1980b; Pascarella & Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student–faculty interactions are important, we still need to identify which aspects of student–faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean, 1985). The current study addresses this gap in the literature by examining eight specific types of student–faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States.

College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the variance in intrinsic motivation; conscientiousness and extraversion explained 13% of the variance in extrinsic motivation; and conscientiousness and agreeableness explained 11% of the variance in amotivation. Further, four personality traits (conscientiousness, openness, neuroticism, and agreeableness) explained 14% of the variance in GPA; and intrinsic motivation to accomplish things explained 5% of the variance in GPA. Finally, conscientiousness emerged as a partial mediator of the relationship between intrinsic motivation to accomplish and GPA. These results are interpreted within the context of what educators could do to encourage and nurture student motivation and achievement.

Across 4 years, 87 teaching assistants (TAs) completed measures designed to assess personal efficacy, teacher efficacy, and liking for teaching before (pretest) and after (posttest) a weeklong training program. Paired sample t tests revealed a significant increase in personal efficacy and liking for teaching, a significant positive correlation between personal efficacy and desire for teaching (at pretest), and a significant positive association among all 3 variables at posttest. Personal efficacy predicted a significant amount of variance in liking for teaching at pretest (24%) and posttest (28%). A social-cognitive framework explains how components of the training program contribute to increased TA personal efficacy and enjoyment of teaching.

The relationship between attitudes toward members of ethnic or cultural minority groups and men and women in authority or leadership positions was examined. The Ethnocultural Empathy Scale and Gender Authority Measure were completed by 317 participants. Results yielded a positive relationship among the attitudinal measures, indicating that individuals who express more empathy toward individuals from diverse ethnic or cultural backgrounds are likely to have positive perceptions of women in authority/leadership positions. Furthermore, gender differences in perceptions suggest that, relative to males, females are more likely to report higher levels of ethnic or cultural empathy and also have higher preference for women in leadership and authority positions.

PurposeThis study aims to examine the role of horizontal and vertical individualism‐collectivism in explaining conflict management styles. Design/methodology/approach – A total of 640 respondents completed the Rahim Organizational Conflict Inventory‐II (ROCI‐II, Form C) designed to assess five conflict management styles and the individualism‐collectivism (I‐C) scale designed to assess the vertical and horizontal aspects of individualism‐collectivism. Findings – Correlation and regression analyses provide support for a conceptual fit between cultural dimensions and conflict management styles. Horizontal and vertical aspects of individualism‐collectivism explained 5‐20 percent of the variance in the various conflict management styles. Specifically, individuals displaying an individualist orientation (horizontal and vertical) tended to give greater importance to satisfying personal needs and preferred a dominating style, rather than an obliging or avoiding style. In contrast, collectivists (horizontal and vertical) seemed more likely to sacrifice personal needs for the sake of the group and preferred an integrating style. Further, horizontal collectivists were more likely to prefer an obliging style and vertical collectivists an avoiding style of conflict management. Research limitations/implications – Generalization is limited to college student samples from the USA. Practical implications – Organizations could provide training programs to sensitize employees to their specific cultural orientations and their preferred conflict management styles. In addition, employees could learn to switch between styles depending on the situation, issue, or relationship within which the conflict is taking place. Originality/value – Highlights the importance of sensitizing employees to their cultural orientation and preferred conflict management style; raises the possibility of training them to develop alternate styles.

The current study examined ethnic differences in horizontal and vertical dimensions of individualism and collectivism among 96 African American and 149 European American college students. Participants completed the 32-item Singelis et al. (1995) Individualism/Collectivism Scale. Multivariate analyses of variance results yielded a main effect for ethnicity, with African Americans being significantly higher on horizontal individualism and European Americans being higher on horizontal collectivism and vertical individualism. A moderated multiple regression analysis indicated that ethnicity significantly moderated the relationship between individualism and collectivism. Individualism and collectivism were significantly and positively associated among African Americans, but not associated among European Americans. In addition, collectivism was related to grade point average for African Americans but not for European Americans. Contrary to the prevailing view of individualism-collectivism being unipolar, orthogonal dimensions, results provide support for individualism-collectivism to be considered as unipolar, related dimensions for African Americans.

This study explored the relationship of current incidences of academic dishonesty with future norm/rule-violating behavior. Data were collected from 154 college students enrolled in introductory and upper-level psychology students at a large Midwest public university who received credit for participating. The sample included students from many different majors and all years of study. Participants completed a self-report survey that included a measure of Academic Dishonesty (including three subscales: Self-Dishonest, Social Falsifying, and Plagiarism) and an Imagined Futures Scale (five subscales that included Norm/Rule Violating, Physically Threatening, Culturally Diverse, Emotionally Distressing, and Agentic Futures). Correlation analyses indicated a significant positive relationship between all three Academic Dishonesty subscales and an imagined norm/rule-violating future. Further, regression analyses revealed social falsifying as being significantly predictive of a norm/ rule-violating future. Suggesti...

The authors examined ethnic differences in endorsement of the Protestant work ethic (PWE; M. Weber, 1905) among Black (n = 96) and White (n = 149) college students and tested whether differences in ethnic identity and perceptions of social class mediated the relationship between ethnicity and the endorsement of PWE values. Blacks were higher in levels of ethnic identity, more likely to see themselves as working or middle class, and less likely to endorse the PWE. Only perceptions of social class partially mediated the relationship between ethnicity and PWE values. The authors concluded that perception of social class is an important construct that might influence the cultural psychology of different ethnic groups. The authors recommended further research involving PWE and other cultural variables.

As the number of dual-career employees entering the workplace increases, it is important to understand how the integration of work and family responsibilities influences work outcomes. The current study examined occupational role salience, work-family conflict, basic understandings, spousal support, and organizational support as predictors of work satisfaction. One hundred and sixteen dual-career faculty and staff from three Malaysian universities completed a survey questionnaire. Results from stepwise regression analyses showed that across all employees, work-family conflict was the most significant predictor of work satisfaction. More specifically, for male employees, spousal support was the most important predictor of work satisfaction followed by work-family conflict. Interestingly, for female employees, work-family conflict was the most significant predictor followed by organizational support. These results suggest that dual-career employees who find family responsibilities intruding into their work activities are likely to experience lesser work satisfaction. Dual-career employees receiving support and encouragement from a spouse or from the employing organization are more likely to experience increased work satisfaction.

Understanding the relationship between personality characteristics and academic motivation may be central to developing more effective teaching strategies. The current research examined the relationship between the Big Five personality traits and individual differences in college students’ academic motivation. Individuals (172 undergraduates) were asked to complete the NEO Five Factor Inventory ( Costa & McCrae, 1992 ) and the Academic Motivations Inventory (AMI; Moen & Doyle, 1977 ). Results revealed a complex pattern of significant relationships between the Big Five traits and the 16 subscales of the AMI. Stepwise (forward) multiple regressions further clarified the relationships between personality and three core factors of the AMI (engagement, achievement, and avoidance). Specifically, engagement was best explained by Openness to experience and Extraversion. Achievement was best explained by Conscientiousness, Neuroticism, and Openness to experience. Finally, avoidance was best explained by Neuroticism, Extraversion, and by an inverse relationship with Conscientiousness and Openness to experience. Results are interpreted in terms of creating an appropriate fit between teaching modalities and individual differences in students’ academic motivation due to personality traits. Directions for future research and educational practice are considered.

This study examined the validity and reliability of scores on the Academic Self-Concept Scale (ASCS) in a group of 291 European American and 396 African American college students. The study compared the factor structure and scale and subscale internal consistencies for these samples to previously reported findings by Reynolds. The seven-factor solution reported by Reynolds was essentially replicated with the European American sample, whereas an eight-factor solution was found with the African American sample. Results suggest that there are important ethnic differences in the structure of academic self-concept regarding beliefs about ability, and the relationship between effort and grades.

The current study evaluated the cross-cultural validity of Holland's (1985) theory through internal and external analyses based on the responses of 172 natives of India who completed the Vocational Preference Inventory (VPI) and measures of job and occupational satisfaction. Internal consistency estimates for Holland dimensions, intercorrelations among participants' vocational interest scales, and the results of a randomization test (Tracey, 1997) all provide evidence for the internal structure of the VPI with Indians. However, the VPI did not exhibit high external validity. Further, multiple regression results indicated that congruence, consistency, and differentiation did not predict job or occupational satisfaction, suggesting cross-cultural boundaries on Holland's theory itself. Finally, we assessed and found limited conceptual and linguistic equivalence of measurement of the VPI in India. The assumptions of Holland's theory in light of the current findings are discussed.

A study was made of the impact of gender on learning in group relations conferences. Questionnaires were sent to 265 adults who participated in seven group relations conferences. The conferences varied in context and design, but each included a small group event highlighting reactions to consultant authority. Three-month follow-up data were collected from 60% of the participants. When the participants' self-assessed learning in relation to consultant and participant gender was statistically analyzed, 9 of IO significant effects favored the women consultants. Using Eagly's theoretical model of gender role differences in adults and psychodynamic group theory, the authors conclude that a complete explanation of gender's effects on learning must consider the "agentic" and communal dimensions of a group's task, the ambiguity of criteria for evaluating performance, women consultants' status, the gender composition of the group, and transference reactions.