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Wang MT, Henry DA, Wu W, Del Toro J, Huguley JP. Racial stereotype and Black adolescents' math achievement: Unpacking the socio-cognitive mechanisms. J Sch Psychol 2024; 106:101350. [PMID: 39251322 DOI: 10.1016/j.jsp.2024.101350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 07/01/2024] [Accepted: 07/01/2024] [Indexed: 09/11/2024]
Abstract
Racial stereotypes are salient to Black adolescents and to the academic domain of mathematics; however, few studies have examined the socio-cognitive mechanisms through which racial stereotypes impact math achievement. This 2-year longitudinal study (N = 790 Grade 6, 8, and 10 students during Year 1; 50.7% girls and 49.3% boys) investigated (a) the extent to which the endorsement of positively and negatively biased racial stereotypes predicted Black adolescents' math performance through their cognitive engagement and ability mindset and (b) whether gender and ethnic-racial identity moderated these links. Results suggested that endorsement of negatively biased stereotypes was associated with diminished cognitive engagement and lower math scores across 2 years (p < .05). Additionally, adolescents' ethnic-racial identity commitment moderated the negative links between stereotype endorsement and math cognitive engagement in Year 2 (p < .05). When considering the mediating role of math ability mindsets, the endorsement of both positively and negatively biased racial stereotypes operated on math performance via its links to stronger fixed ability mindset beliefs in both years (p < .05). Gender also moderated the effects of racial stereotype endorsement on math mindset beliefs in Year 1 (p < .01). This study's findings advance the field's understanding of the psychosocial mechanisms through which racial stereotypes operate, thus enabling educators to develop tailored practices that facilitate equitable access to math learning opportunities.
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Feasel SH, Dover TL, Small PA, Major B. Discrimination and Perceived Cultural Mismatch Increase Status-Based Identity Uncertainty. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2024; 50:1251-1262. [PMID: 37026470 PMCID: PMC11193322 DOI: 10.1177/01461672231163736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Accepted: 02/03/2023] [Indexed: 04/08/2023]
Abstract
Periods of social mobility, such as attending college, can challenge one's status-based identity, leading to uncertainty around one's status in society. Status uncertainty is associated with poorer well-being and academic outcomes. Little is known, however, about what experiences lead to status uncertainty. The current longitudinal study investigated discrimination experiences and cultural mismatch as predictors of status uncertainty. We propose that discrimination indirectly predicts increased status uncertainty by increasing perceived cultural mismatch with the university. Participants were Latinx college students, all of whom were low-income and/or first generation to college. Discrimination experiences were measured at the end of participants' first year. Cultural mismatch and status uncertainty were measured at the end of Year 2. Status uncertainty was measured again at the end of Year 3. Results indicated that students who experienced more frequent discrimination felt more cultural mismatch 1 year later, and, in turn, reported increased status uncertainty over the following year.
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Yan VX, Oyserman D, Kiper G, Atari M. Difficulty-as-Improvement: The Courage to Keep Going in the Face of Life's Difficulties. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2024; 50:1006-1022. [PMID: 36861424 DOI: 10.1177/01461672231153680] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/03/2023]
Abstract
When a task or goal is hard to think about or do, people can infer that it is a waste of their time (difficulty-as-impossibility) or valuable to them (difficulty-as-importance). Separate from chosen tasks and goals, life can present unchosen difficulties. Building on identity-based motivation theory, people can see these as opportunities for self-betterment (difficulty-as-improvement). People use this language when they recall or communicate about difficulties (autobiographical memories, Study 1; "Common Crawl" corpus, Study 2). Our difficulty mindset measures are culture-general (Australia, Canada, China, India, Iran, New Zealand, Turkey, the United States, Studies 3-15, N = 3,532). People in Western, Educated, Industrialized, Rich, Democratic (WEIRD)-er countries slightly agree with difficulty-as-improvement. Religious, spiritual, conservative people, believers in karma and a just world, and people from less-WEIRD countries score higher. People who endorse difficulty-as-importance see themselves as conscientious, virtuous, and leading lives of purpose. So do endorsers of difficulty-as-improvement-who also see themselves as optimists (all scores lower for difficulty-as-impossibility endorsers).
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Affiliation(s)
| | | | - Gülnaz Kiper
- University of Southern California, Los Angeles, USA
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Lindgren KP, Baldwin SA, Kross E, Ramirez JJ, Tristao T, Peterson KP, Teachman BA, Wiers RW, Neighbors C. Investigating cognitive and motivational proximal outcomes in a randomized clinical trial of writing about the future self to reduce drinking. ALCOHOL, CLINICAL & EXPERIMENTAL RESEARCH 2024; 48:1142-1154. [PMID: 38658188 PMCID: PMC11178456 DOI: 10.1111/acer.15326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Revised: 02/27/2024] [Accepted: 03/26/2024] [Indexed: 04/26/2024]
Abstract
BACKGROUND Drinking identity (the extent to which one links the self with drinking alcohol) is a unique risk factor for college students' hazardous drinking that is not directly targeted by existing interventions. We conducted a study that aimed to decrease drinking identity among college students with hazardous drinking. We adapted a writing task about the future self and tested whether three writing sessions could decrease drinking identity and change drinking. We also investigated whether two additional factors (writing perspective and inclusion of participants' social networks) would enhance task impact. The present study evaluated whether posited proximal cognitive and motivational outcomes (drinking identity, self-efficacy, readiness to change, and drinking intentions) changed immediately after each writing session. METHOD The study is a randomized clinical trial in which hypotheses and analyses were pre-registered. Participants were 328 college students who met hazardous drinking criteria. The study had a 2 (narrative writing topic: low-risk drinker vs. reduced smartphone use) × 2 (writing perspective: first-person vs. non-first-person) × 2 (social network instruction: instructed to include vs. not) factorial design. Proximal outcomes were drinking identity, self-efficacy, readiness to change, and drinking intentions. The clinical outcome was alcohol consumption. Participants completed three laboratory sessions at weekly intervals that included the writing task and pre- and post-task assessments. RESULTS Results were largely null, except that readiness to reduce drinking was higher in the low-risk drinker condition and increased over the lab sessions. Time effects indicated that reductions in drinking identity, drinking intentions, and alcohol consumption, and increases in self-efficacy were observed but did not change above and beyond control conditions. CONCLUSIONS Findings indicate the need to strengthen the writing task and select a more appropriate control task to target proposed proximal outcomes. Future studies might try personalizing the task, evaluating its efficacy with individuals motivated to change their drinking, and using a control task that does not involve imagining a future self.
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Affiliation(s)
- Kristen P. Lindgren
- Trauma Recovery & Resilience Innovations, Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, Washington, USA
| | - Scott A. Baldwin
- Department of Psychology, Brigham Young University, Provo, Utah, USA
| | - Ethan Kross
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Jason J. Ramirez
- Trauma Recovery & Resilience Innovations, Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, Washington, USA
| | - Ty Tristao
- Trauma Recovery & Resilience Innovations, Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, Washington, USA
| | - Kirsten P. Peterson
- Department of Psychology, University of New Mexico, Albuquerque, New Mexico, USA
| | - Bethany A. Teachman
- Department of Psychology, University of Virginia, Charlottesville, Virginia USA
| | - Reinout W. Wiers
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - Clayton Neighbors
- Department of Psychology, University of Houston, Houston, Texas, USA
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Lindgren KP, Baldwin SA, Kross E, Ramirez JJ, Peterson KP, Tristao T, Teachman BA, Wiers R, Neighbors C. Writing about the future self to shift drinking identity: An experimental investigation. Alcohol 2024; 116:35-45. [PMID: 37858781 PMCID: PMC11370628 DOI: 10.1016/j.alcohol.2023.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 09/22/2023] [Accepted: 10/12/2023] [Indexed: 10/21/2023]
Abstract
College student drinking is prevalent and costly to public and personal health, leading to calls to identify and target novel mechanisms of behavior change. We aimed to manipulate drinking identity (a cognitive risk factor for hazardous drinking) via three sessions of narrative writing about a future self. We tested whether writing could shift drinking identity and would be accompanied by changes in alcohol consumption and problems. Participants were college students meeting hazardous drinking criteria (N = 328; Mage = 20.15; 59% women, 40% men, 1% gender-diverse; 60% white; 23% Asian; 12% multiple races; 2% other racial groups; 8% identified as Hispanic/Latino/a/x). The study had a 2 [narrative writing topic: low-risk drinker vs. reduced smartphone use] × 2 [writing perspective: first person vs. non-first-person] × 2 [social network instruction: instructed to include vs. not] factorial design. Outcomes were drinking identity, drinking refusal self-efficacy, alcohol consumption, alcohol-related problems, and craving. Participants completed three writing sessions and online follow-up assessments at 2, 4, and 12 weeks. The study is a registered clinical trial; hypotheses and analyses were preregistered (https://osf.io/vy2ep/). Contrary to predictions, narrative writing about a future self as a low-risk drinker did not significantly impact outcomes. Null results extended to expected interactions with writing perspective and social network instructions. The narrative writing task did not shift drinking or alcohol-related outcomes. Future experimental work may benefit from greater flexibility in conceptualizing a future self, recruiting individuals interested in behavior change, and more sensitive measures of drinking identity.
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Affiliation(s)
- Kristen P Lindgren
- Trauma Recovery & Resilience Innovations, Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, Washington, United States.
| | - Scott A Baldwin
- Department of Psychology, Brigham Young University, Provo, Utah, United States.
| | - Ethan Kross
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, United States.
| | - Jason J Ramirez
- Trauma Recovery & Resilience Innovations, Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, Washington, United States.
| | - Kirsten P Peterson
- Department of Psychology, University of New Mexico, Albuquerque, New Mexico, United States.
| | - Ty Tristao
- Trauma Recovery & Resilience Innovations, Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, Washington, United States.
| | - Bethany A Teachman
- Department of Psychology, The University of Virginia, Charlottesville, Virginia, United States.
| | - Reinout Wiers
- Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands.
| | - Clayton Neighbors
- Department of Psychology, University of Houston, Houston, Texas, United States.
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6
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Lee CK, Liao LL. Feasibility of Intervention Program to Prevent Adolescent Health-Compromising Behaviors. J Sch Nurs 2024; 40:155-165. [PMID: 34661470 DOI: 10.1177/10598405211046198] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Most people start experimenting with and/or initiating health-compromising behaviors and establishing behavioral patterns during adolescence. Possible selves and episodic future thinking have been used to foster behavioral changes. In this study, we aimed to (1) develop a program incorporating possible selves and episodic future thinking to decrease the risks associated with health-compromising behaviors, and (2) examine the feasibility and fidelity of implementing this intervention among Taiwanese adolescents. A novel combination of existing intervention approaches tailored for the Taiwanese context was applied to develop a school-based intervention, which we named the Future Mapping Master program. This program contains four core units: exploring the self, setting goals, developing strategies and problem solving, and understanding the threats of health-compromising behaviors. It includes daily episodic future thinking visualization exercises. The feasibility evaluation was conducted with 88 adolescents aged 12-14 years. Feedback from teachers and students supported the proposed program's feasibility and revealed favorable reactions to the intervention. The Future Mapping Master program is feasible and offers promising strategies for implementation in Taiwanese school settings.
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Affiliation(s)
- Chia-Kuei Lee
- Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Li-Ling Liao
- Department of Health Management, I-Shou University, Kaohsiung, Taiwan
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7
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Stelter RL, Stump KN, Rhodes JE, Kupersmidt JB. A randomized controlled trial of enhanced mentoring program practices for children of incarcerated caregivers: Assessing impacts on youth and match outcomes. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:3216-3242. [PMID: 36840934 DOI: 10.1002/jcop.23017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 12/17/2022] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
Parental incarceration is an adverse childhood experience that is associated with heightened risk for negative outcomes in youth. Mentoring programs seek to mitigate this risk by providing children of incarcerated parents (COIP) with a supportive relationship that fosters positive outcomes. The current study presents findings from a longitudinal evaluation of enhanced mentoring program practices designed for supporting COIP. One thousand three hundred and thirty-four COIP mentees, their parents or guardians, and their mentors were randomly assigned to receive either enhanced or business as usual (BAU) mentoring. Mentees who received enhanced mentoring demonstrated improved positive self-cognitions, and reduced internalizing behavior problems, intentions to use substances, and substance use, compared with youth who received BAU mentoring. The enhancements had no impact on the quality of mentoring relationships and the enhanced matches had shorter mentoring relationships compared with BAU matches. This evaluation demonstrates that the enhanced mentoring program practices for COIP had significant, positive impacts on outcomes for this special population of youth and suggests that enhanced practices tailored to COIP should be implemented throughout the duration of the mentoring relationship to be most effective.
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Affiliation(s)
| | - Kathryn N Stump
- Innovation Research and Training, Durham, North Carolina, USA
| | - Jean E Rhodes
- Department of Psychology, University of Massachusetts at Boston, Boston, Massachusetts, USA
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Ackerman R, Binah-Pollak A, Lauterman T. Metacognitive Effort Regulation across Cultures. J Intell 2023; 11:171. [PMID: 37754900 PMCID: PMC10532471 DOI: 10.3390/jintelligence11090171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 08/11/2023] [Accepted: 08/20/2023] [Indexed: 09/28/2023] Open
Abstract
Success in cognitive tasks is associated with effort regulation and motivation. We employed the meta-reasoning approach to investigate metacognitive monitoring accuracy and effort regulation in problem solving across cultures. Adults from China, from Israel, and from Europe and North America (for simplicity: "Western countries") solved nonverbal problems and rated their confidence in their answers. The task involved identifying geometric shapes within silhouettes and, thus, required overcoming interference from holistic processing. The Western group displayed the worst monitoring accuracy, with both the highest overconfidence and poorest resolution (discrimination in confidence between the correct and wrong solutions). The Israeli group resembled the Western group in many respects but exhibited better monitoring accuracy. The Chinese group invested the most time and achieved the best success rates, demonstrating exceptional motivation and determination to succeed. However, their efficiency suffered as they correctly solved the fewest problems per minute of work. Effort regulation analysis based on the Diminishing Criterion Model revealed distinct patterns: the Western participants invested the least amount of time regardless of item difficulty and the Israelis invested more time only when addressing the hardest items. The Chinese group allocated more time throughout but particularly in moderate to difficult items, hinting at their strategic determination to overcome the challenge. Understanding cultural differences in metacognitive processes carries implications for theory (e.g., motivational factors) and practice (e.g., international teams, education). The present findings can serve as a foundation for future research in these and other domains.
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Affiliation(s)
- Rakefet Ackerman
- Technion—Israel Institute of Technology, Haifa 3200003, Israel; (A.B.-P.); (T.L.)
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9
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Pawlak S, Moustafa AA. A systematic review of the impact of future-oriented thinking on academic outcomes. Front Psychol 2023; 14:1190546. [PMID: 37404582 PMCID: PMC10316648 DOI: 10.3389/fpsyg.2023.1190546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 05/31/2023] [Indexed: 07/06/2023] Open
Abstract
Future-oriented thought is a broad construct that characterize the ability to generate mental representations of the future and project oneself into a variety of hypothetical states. It is well established that the degree to which one is focused more on the past, present, or future has a variety of implications on psychological functioning. This study focuses on the relationship between future-oriented thought and academic performance of students. To bridge this gap, we conducted the first systematic review investigating the benefit of future-oriented thought on promoting positive outcomes in academic settings. Our systematic review comprised 21 studies (k = 21). Results identified a clear relationship between future-oriented thought and positive outcomes in academic settings. Furthermore, our systematic review reveals important relationships between future-oriented thought and academic engagement, as well as future-oriented thought and academic performance. Our findings suggest that those who are more future-oriented demonstrate higher levels of academic engagement compared to those who were less future-oriented. Our findings suggest that probing and guiding students toward a future goal may increase their academic engagement and performance.
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Affiliation(s)
- Simon Pawlak
- School of Psychology, Faculty of Society and Design, Bond University, Gold Coast, QLD, Australia
| | - Ahmed A. Moustafa
- School of Psychology, Faculty of Society and Design, Bond University, Gold Coast, QLD, Australia
- Department of Human Anatomy and Physiology, the Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
- Centre for Data Analytics, Bond University, Gold Coast, QLD, Australia
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10
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Janssen T, Gamarel KE, Mereish EH, Colby SM, Haikalis M, Jackson KM. Associations Among Enacted Stigma, Perceived Chances for Success, Life Satisfaction, and Substance Use Among Sexual Minority and Heterosexual Youth. Subst Use Misuse 2023; 58:1121-1131. [PMID: 37216278 PMCID: PMC10388366 DOI: 10.1080/10826084.2023.2212282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Background: Sexual minority youth report high rates of substance use compared to heterosexual youth. Stigma can diminish perceptions of future success and life satisfaction and contribute to elevated substance use. This study examined whether experiences of enacted stigma (i.e., discrimination) and substance use among sexual minority and heterosexual youth were indirectly associated through perceived chances for success and life satisfaction. Method: In a sample of 487 adolescents who indicated their sexual identity (58% female, M age = 16.0, 20% sexual minority), we assessed substance use status and factors that might explain sexual minority disparities in substance use. Using structural equation modeling, we examined indirect associations between sexual minority status and substance use status through these factors. Results: Compared to heterosexual youth, sexual minority youth reported greater stigma, which was associated with both lower perceived chances for success and life satisfaction, which were in turn associated with greater likelihood of substance use. Conclusions: Findings highlight the importance of attending to stigma, perceived chances for success, and general life satisfaction to understand and intervene to prevent substance use among sexual minority youth.
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Affiliation(s)
- Tim Janssen
- Center for Alcohol and Addiction Studies, Brown University School of Public Health
| | - Kristi E. Gamarel
- Department of Health Behavior and Health Education, University of Michigan School of Public Health
| | - Ethan H. Mereish
- Center for Alcohol and Addiction Studies, Brown University School of Public Health
- Department of Health Studies, American University
| | - Suzanne M. Colby
- Center for Alcohol and Addiction Studies, Brown University School of Public Health
| | - Michelle Haikalis
- Center for Alcohol and Addiction Studies, Brown University School of Public Health
| | - Kristina M. Jackson
- Center for Alcohol and Addiction Studies, Brown University School of Public Health
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Penfornis KM, Gebhardt WA, Rippe RCA, Van Laar C, van den Putte B, Meijer E. My future-self has (not) quit smoking: An experimental study into the effect of a future-self intervention on smoking-related self-identity constructs. Soc Sci Med 2023; 320:115667. [PMID: 36641885 DOI: 10.1016/j.socscimed.2023.115667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 11/28/2022] [Accepted: 01/06/2023] [Indexed: 01/09/2023]
Abstract
OBJECTIVES Envisioning one's (non)smoking future may make (un)desired future identities more accessible, salient, and personally relevant and facilitate smoking cessation. The current study assessed whether a future-self intervention can weaken smoker self-identity and expected identity loss when quitting smoking, and strengthen quitter- and nonsmoker self-identity, while accounting for personal factors-socioeconomic position, nicotine dependence, consideration of future consequences, and clarity of the envisioned future-self. Additionally, it examined the association between smoking-related identity and quitting intention and behavior. METHODS This longitudinal online experimental study randomized 233 adult smokers to an intervention condition (where they completed mental imagery, visual, and verbal tasks about a future (non)smoking self), or to a passive control condition. Smoker-, quitter-, nonsmoker self-identity and identity loss were measured post-intervention and after one- and three-months. Quit intention and attempts were measured at baseline and after one month. RESULTS There was a consistent increase in non-smoker self-identity, and decrease in smoker self-identity and identity loss over a period of six months for all participants, but no significant difference in smoking-related identity between the intervention and control group. While personal factors did not moderate the effect of the intervention, we found that smoking-related identity constructs do vary with nicotine dependence, consideration of future consequences, and clarity of the envisioned future-self. Quitting behavior is primarily associated with non-smoker self-identity. CONCLUSIONS Although the future-self intervention did not significantly influence smoking-related identity or behavior, identity-in particular, non-smoker self-identity-is important to consider in smoking cessation interventions. More research is needed to find effective operationalizations for identity-based interventions in the context of smoking.
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Affiliation(s)
- Kristell M Penfornis
- Institute of Psychology, Unit Health-, Medical- and Neuropsychology, Leiden University, Leiden, the Netherlands; Department of Cardiology, Leiden University Medical Center, Leiden, the Netherlands.
| | - Winifred A Gebhardt
- Institute of Psychology, Unit Health-, Medical- and Neuropsychology, Leiden University, Leiden, the Netherlands
| | - Ralph C A Rippe
- Centre for Child and Family Studies, Leiden University, Leiden, the Netherlands
| | - Colette Van Laar
- Social and Cultural Psychology, University of Leuven, Leuven, Belgium
| | - Bas van den Putte
- Amsterdam School of Communication Research, University of Amsterdam, the Netherlands
| | - Eline Meijer
- Department of Public Health & Primary Care, Leiden University Medical Center, Leiden, the Netherlands
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12
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O'Donnell SC, Oyserman D. Apt and actionable possible identities matter: The case of academic outcomes. J Adolesc 2023; 95:354-371. [PMID: 36480014 DOI: 10.1002/jad.12118] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Revised: 10/21/2022] [Accepted: 10/22/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION We review the longitudinal evidence documenting that middle and high school students with school-focused possible future identities subsequently attain better school outcomes. Consistent results across operationalizations of possible identities and academic outcomes imply that results are robust. However, variability in study designs means that the existing literature cannot explain the process from possible identity to academic outcomes. We draw on identity-based motivation theory to address this gap. We predict that imagining a possible school-focused future drives school engagement to the extent that students repeatedly experience their school-focused future identities as apt (relevant) and actionable (linked to strategies they can use now). METHODS We operationalize aptness as having pairs of positive and negative school-focused possible identities (balance) and actionability as having a roadmap of concrete, linked strategies for school-focused possible selves (plausibility). We use machine learning to capture features of possible identities that predict academic outcomes and network analyses to examine these features (training sample USA 47% female, Mage = 14, N1 = 602, N2 = 540. Test sample USA 55% female, Mage = 13, N = 247). RESULTS We report regression analyses showing that balance, plausibility, and our machine algorithm predict better end-of-school-year grades (grade point average). We use network analysis to show that our machine algorithm is associated with structural features of possible identities and balance and plausibility scores. CONCLUSIONS Our results support the inference that student academic outcomes are improved when students experience their school-focused possible identities as apt and actionable.
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Affiliation(s)
- S Casey O'Donnell
- Department of Psychology, University of Southern California, Los Angeles, California, USA
| | - Daphna Oyserman
- Department of Psychology, University of Southern California, Los Angeles, California, USA
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Silverman DM, Hernandez IA, Destin M. Educators' Beliefs About Students' Socioeconomic Backgrounds as a Pathway for Supporting Motivation. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023; 49:215-232. [PMID: 34964382 DOI: 10.1177/01461672211061945] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Students' understandings of their socioeconomic status (SES) backgrounds have important implications for their motivation, achievement, and the emergence of SES-based educational disparities. Educators' beliefs about students' backgrounds likely play a meaningful role in shaping these understandings and, thus, may represent an important opportunity to support students from lower-SES backgrounds. We first experimentally demonstrate that educators can be encouraged to adopt background-specific strengths beliefs-which view students' lower-SES backgrounds as potential sources of unique and beneficial strengths (NStudy 1 = 125). Subsequently, we find that exposure to educators who communicate background-specific strengths beliefs positively influences the motivation and academic persistence of students, particularly those from lower-SES backgrounds (NStudy 2 = 256; NStudy 3 = 276). Furthermore, lower-SES students' own beliefs about their backgrounds mediated these effects. Altogether, our work contributes to social-psychological theory and practice regarding how key societal contexts can promote equity through identity-based processes.
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Cahill LS. Black dreams matter: Exploring the polyphonic realms of the Black Radical Imaginary. J Pers 2023; 91:30-49. [PMID: 36468274 DOI: 10.1111/jopy.12762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Revised: 07/13/2022] [Accepted: 07/19/2022] [Indexed: 12/09/2022]
Abstract
OBJECTIVE Charles Cobb Jr. and Alex Davis are two Black American men who have never experienced the full capacity of freedom. The routine denial of their full humanity, or social equity, has counterintuitively sparked an impetus inside of them both to commit their lives to seek to dismantle oppressive systems. METHOD Through a series of oral histories with both organizers, I learned that they have been engaged with radical dreaming and imagination as a survivalist movement strategy. RESULTS Despite the dehumanizing violence of slavery, the political humiliation of Reconstruction, the brutal segregation and state terrorism of Jim Crow, and the many Civil Rights successes and Neoliberal disappointments that have followed, Cobb and Davis have embodied a steadfast commitment to freedom, unwavering trust in their people, in some contexts, a just daring that defies current dominant reason. CONCLUSION I argue that by drawing through lines between the meaning-making experiences of Charles Cobb Jr. 's and Alex Davis' incredible lives we can better understand their critical consciousness and sociopolitical development have influenced their dreams of freedom, cultivated their radical imaginations, and sustained their collectivism.
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Affiliation(s)
- Loren S Cahill
- Smith College School of Social Work, Northampton, Massachusetts, USA
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15
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Psychological preparedness & anticipatory response tendencies. NEW IDEAS IN PSYCHOLOGY 2022. [DOI: 10.1016/j.newideapsych.2022.100965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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16
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Leep Hunderfund AN, Kumbamu A, O'Brien BC, Starr SR, Dekhtyar M, Gonzalo JD, Rennke S, Ridinger H, Chang A. "Finding My Piece in That Puzzle": A Qualitative Study Exploring How Medical Students at Four U.S. Schools Envision Their Future Professional Identity in Relation to Health Systems. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1804-1815. [PMID: 35797546 DOI: 10.1097/acm.0000000000004799] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Health systems science (HSS) curricula equip future physicians to improve patient, population, and health systems outcomes (i.e., to become "systems citizens"), but the degree to which medical students internalize this conception of the physician role remains unclear. This study aimed to explore how students envision their future professional identity in relation to the system and identify experiences relevant to this aspect of identity formation. METHOD Between December 2018 and September 2019, authors interviewed 48 students at 4 U.S. medical schools with HSS curricula. Semistructured interviews were audiorecorded, transcribed, and analyzed iteratively using inductive thematic analysis. Interview questions explored how students understood the health system, systems-related activities they envisioned as future physicians, and experiences and considerations shaping their perspectives. RESULTS Most students anticipated enacting one or more systems-related roles as a future physician, categorized as "bottom-up" efforts enacted at a patient or community level (humanist, connector, steward) or "top-down" efforts enacted at a system or policy level (system improver, system scholar, policy advocate). Corresponding activities included attending to social determinants of health or serving medically underserved populations, connecting patients with team members to address systems-related barriers, stewarding health care resources, conducting quality improvement projects, researching/teaching systems topics, and advocating for policy change. Students attributed systems-related aspirations to experiences beyond HSS curricula (e.g., low-income background; work or volunteer experience; undergraduate studies; exposure to systems challenges affecting patients; supportive classmates, faculty, and institutional culture). Students also described future-oriented considerations promoting or undermining identification with systems-related roles (responsibility, affinity, ability, efficacy, priority, reality, consequences). CONCLUSIONS This study illuminates systems-related roles medical students at 4 schools with HSS curricula envisioned as part of their future physician identity and highlights past/present experiences and future-oriented considerations shaping identification with such roles. These findings inform practical strategies to support professional identity formation inclusive of systems engagement.
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Affiliation(s)
- Andrea N Leep Hunderfund
- A.N. Leep Hunderfund is associate professor of neurology and director, Learning Environment and Educational Culture, Mayo Clinic Alix School of Medicine, Rochester, Minnesota
| | - Ashok Kumbamu
- A. Kumbamu is assistant professor of biomedical ethics, Mayo Clinic College of Medicine and Science, Rochester, Minnesota
| | - Bridget C O'Brien
- B.C. O'Brien is professor of medicine and education scientist, Center for Faculty Educators, University of California, San Francisco, San Francisco, California
| | - Stephanie R Starr
- S.R. Starr is associate professor of pediatrics, Mayo Clinic College of Medicine and Science, and director, Science of Health Care Delivery Education, Mayo Clinic Alix School of Medicine, Rochester, Minnesota
| | - Michael Dekhtyar
- M. Dekhtyar is research associate, Department of Medical Education, University of Illinois College of Medicine at Chicago; ORCID: https://orcid.org/0000-0002-8548-3624
| | - Jed D Gonzalo
- J.D. Gonzalo is professor of medicine and public health sciences and associate dean for health systems education, Penn State College of Medicine, Hershey, Pennsylvania; ORCID: https://orcid.org/0000-0003-1253-2963
| | - Stephanie Rennke
- S. Rennke is professor of medicine, Division of Hospital Medicine, Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California
| | - Heather Ridinger
- H. Ridinger is assistant professor of medicine, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Anna Chang
- A. Chang is professor of medicine, Division of Geriatrics, Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California
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Quinn JS, Roberts ED, Chen WL, Doubledee R, Brown Urban J, Linver MR. Motivating Positive Youth Outcomes Through Proximal, Relevant, and Attainable Inspirational Figures. JOURNAL OF ADOLESCENT RESEARCH 2022. [DOI: 10.1177/07435584221100813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This paper focuses on data from a study of middle- to upper-middle class Scottish S2 (~seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes.
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18
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El-Shamandi Ahmed K, Ambika A, Belk R. Augmented reality magic mirror in the service sector: experiential consumption and the self. JOURNAL OF SERVICE MANAGEMENT 2022. [DOI: 10.1108/josm-12-2021-0484] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis paper examines what the use of an augmented reality (AR) makeup mirror means to consumers, focusing on experiential consumption and the extended self.Design/methodology/approachThe authors employed a multimethod approach involving netnography and semi-structured interviews with participants in India and the UK (n = 30).FindingsTwo main themes emerged from the data: (1) the importance of imagination and fantasy and (2) the (in)authenticity of the self and the surrounding “reality.”Research limitations/implicationsThis research focuses on AR magic makeup mirror. The authors call for further research on different AR contexts.Practical implicationsThe authors provide service managers with insights on addressing gaps between the perceived service (i.e. AR contexts and the makeup consumption journey) and the conceived service (i.e. fantasies and the extended self).Originality/valueThe authors examine the lived fantasy experiences of AR experiential consumption. In addition, the authors reveal a novel understanding of the extended self as temporarily re-envisioned through the AR mirror.
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Kiper G, Atari M, Yan VX, Oyserman D. The upside: How people make sense of difficulty matters during a crisis. SELF AND IDENTITY 2022. [DOI: 10.1080/15298868.2022.2033309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Gülnaz Kiper
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
| | - Mohammad Atari
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
| | - Veronica X. Yan
- Department of Educational Psychology, The University of Texas at Austin, Austin, TX, USA
| | - Daphna Oyserman
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
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20
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Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111524. [PMID: 34770039 PMCID: PMC8583625 DOI: 10.3390/ijerph182111524] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 10/28/2021] [Accepted: 10/30/2021] [Indexed: 11/17/2022]
Abstract
Educational aspirations and expectations of adolescents have implications for educational and psychological outcomes. This study aimed to determine factors associated with educational aspiration–expectation discrepancies and to examine the associations between the discrepancies and psychological and academic outcomes in rural left-behind children and non-left-behind children aged 14–16 in mainland China. Cross-sectional data from a self-report survey were collected in 2020 among 606 rural students (mean age = 14.85 years) in two public middle schools in Songzi county, Hubei Province. Participants filled in questionnaires measuring their socio-demographic information, educational aspirations and expectations, academic performance, parental and friends’ aspirations, academic self-perception, academic self-regulation, depression, and self-esteem. Results showed that more than half of the participants reported that they felt they were not likely to attain the level of education to which they aspired. Parental migration, academic performance, mother’s educational aspirations for children, and close friends’ educational aspirations were the main factors associated with students’ educational aspiration–expectation discrepancies. Both left-behind children and non-left-behind children whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy. These findings have implications for families, schools, and policymakers through informing the development of interventions that target positive development in rural youth.
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21
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Chen E, Debrosse R, Ham PJ, Hoffer LC, Leigh AKK, Destin M. Effects of social support in an academic context on low-grade inflammation in high school students. J Behav Med 2021; 44:803-810. [PMID: 34363145 DOI: 10.1007/s10865-021-00241-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 06/22/2021] [Indexed: 01/03/2023]
Abstract
Bolstering academic motivation is a high priority in school settings, but some evidence suggests this could take a toll on students' physical health. To address this, this study compared the effects of an experimental manipulation of academic motivation alone (AM) to academic motivation enhanced with social support (SS + AM) on markers of inflammation in a sample of 80 high school 9th graders. Outcomes included low-grade inflammation: C-reactive protein (CRP) and interleukin-6 (IL-6); a motivation measure; and grade point average (GPA), taken at baseline and follow-up (beginning and end of school year, respectively). Students in the SS + AM condition had lower levels of inflammation at follow-up (covarying baseline levels) compared to those in the AM condition. The two groups were equivalent on motivation and GPA at follow-up. This preliminary study suggests that incorporating social support into academic motivation programs has the potential to benefit inflammatory markers in young people while allowing them to maintain positive academic outcomes.
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Affiliation(s)
- Edith Chen
- Northwestern University, 2029 Sheridan Road, Evanston, IL, 60208, USA. .,Department of Psychology, Northwestern University, Evanston, IL, USA. .,Institute for Policy Research, Northwestern University, Evanston, IL, USA.
| | - Régine Debrosse
- School of Social Work, McGill University, Montreal, QC, Canada
| | - Paula J Ham
- University of Illinois at Chicago, Chicago, IL, USA
| | - Lauren C Hoffer
- Northwestern University, 2029 Sheridan Road, Evanston, IL, 60208, USA.,Department of Psychology, Northwestern University, Evanston, IL, USA.,Institute for Policy Research, Northwestern University, Evanston, IL, USA
| | - Adam K K Leigh
- Northwestern University, 2029 Sheridan Road, Evanston, IL, 60208, USA.,Department of Psychology, Northwestern University, Evanston, IL, USA.,Institute for Policy Research, Northwestern University, Evanston, IL, USA
| | - Mesmin Destin
- Northwestern University, 2029 Sheridan Road, Evanston, IL, 60208, USA.,Department of Psychology, Northwestern University, Evanston, IL, USA.,School of Education and Social Policy, Northwestern University Evanston, Evanston, IL, USA.,Institute for Policy Research, Northwestern University, Evanston, IL, USA
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22
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Oyserman D, O'Donnell SC, Sorensen N, Wingert KM. Process matters: Teachers benefit their classrooms and students when they deliver an identity-based motivation intervention with fidelity. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101993] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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23
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Stress and imagining future selves: resolve in the hot/cool framework. Behav Brain Sci 2021; 44:e49. [PMID: 33899721 DOI: 10.1017/s0140525x20000904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Although Ainslie dismisses the hot/cool framework as pertaining only to suppression, it actually also has interesting implications for resolve. Resolve focally involves access to our future selves. This access is a cool system function linked to episodic memory. Thus, factors negatively affecting the cool system, such as stress, are predicted to impact two seemingly unrelated capabilities: willpower and episodic memory.
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24
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Jennings RE, Lanaj K, Koopman J, McNamara G. Reflecting on one's best possible self as a leader: Implications for professional employees at work. PERSONNEL PSYCHOLOGY 2021. [DOI: 10.1111/peps.12447] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
- Remy E. Jennings
- Warrington College of Business, Department of Management University of Florida Gainesville Florida USA
| | - Klodiana Lanaj
- Warrington College of Business, Department of Management University of Florida Gainesville Florida USA
| | - Joel Koopman
- Mays Business School, Department of Management Texas A&M University College Station Texas USA
| | - Gerry McNamara
- Broad College of Business, Department of Management Michigan State University East Lansing Michigan USA
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Frazier LD, Schwartz BL, Metcalfe J. The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves. METACOGNITION AND LEARNING 2021; 16:297-318. [PMID: 33424511 PMCID: PMC7785474 DOI: 10.1007/s11409-020-09255-3] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/03/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Self-regulation, a social-cognitive process at the intersection of metacognition, motivation, and behavior, encompasses how people conceptualize, strive for, and accomplish their goals. Self-regulation is critical for behavioral change regardless of the context. Research indicates that self-regulation is learned. Integral to successful self-regulation of behavior are: (a) an articulated concept of one's possible selves, (b) metacognitive knowledge and effective strategies, and (c) a sense of one's own agency. We present the theoretical linkages, research evidence, and applied utility for these three components in promoting self-regulation of behavior, specifically in the domain of learning. We propose the MAPS model to account for the pathways of influence that lead to behavioral change. This model illustrates the dynamic and feed-forward processes that derive from the interactions among possible selves, metacognition, and agency to provide the context for developing self-regulated and effective learning that promotes student success, the transfer of knowledge, and the foundation for life-long learning.
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Affiliation(s)
- Leslie D. Frazier
- Department of Psychology, Florida International University, Miami, FL 33199 USA
| | - Bennett L. Schwartz
- Department of Psychology, Florida International University, Miami, FL 33199 USA
| | - Janet Metcalfe
- Department of Psychology, Columbia University, New York, NY USA
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26
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Time will tell: Time perspective as a source for metacognitive emotion-focused coping and its measurement. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.110367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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27
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Hernandez IA, Silverman DM, Destin M. From deficit to benefit: Highlighting lower-SES students' background-specific strengths reinforces their academic persistence. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2021. [DOI: 10.1016/j.jesp.2020.104080] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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28
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Schwerdtfeger AR, Rominger C, Weber B, Aluani I. A brief positive psychological intervention prior to a potentially stressful task facilitates more challenge-like cardiovascular reactivity in high trait anxious individuals. Psychophysiology 2020; 58:e13709. [PMID: 33118206 PMCID: PMC8027824 DOI: 10.1111/psyp.13709] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2020] [Revised: 09/10/2020] [Accepted: 09/22/2020] [Indexed: 12/16/2022]
Abstract
When confronted with stress, anxious individuals tend to evaluate the demands of an upcoming encounter as higher than the available resources, thus, indicating threat evaluations. Conversely, evaluating available resources as higher than the demands signals challenge. Both types of evaluations have been related to specific cardiovascular response patterns with higher cardiac output relative to peripheral resistance indicating challenge and higher peripheral resistance relative to cardiac output signaling threat. The aim of this research was to evaluate whether a brief positive psychological exercise (best possible selves intervention) prior to a potentially stress‐evoking task shifted the cardiovascular profile in trait anxious individuals from a threat to a challenge type. We randomly assigned 74 participants to either a best possible selves or a control exercise prior to performing a sing a song stress task and assessed their level of trait anxiety. Cardiac output (CO) and total peripheral resistance (TPR) were continuously recorded through baseline, preparation, stress task, and recovery, respectively, as well as self‐reported affect. Trait anxiety was related to higher CO in the best possible selves group and lower CO in the control group. While high trait anxious individuals in the control group showed increasing TPR reactivity, they exhibited a nonsignificant change in the best possible selves group. Moreover, in the latter group a stress‐related decrease in positive affect in high trait anxious participants was prevented. Findings suggest that concentrating on strengths and positive assets prior to a potentially stressful encounter could trigger a more adaptive coping in trait anxious individuals. According to the biopsychosocial model anxious individuals may evaluate motivated performance tasks as threatening, resulting in stronger vascular than cardiac responding. We found that a positive writing exercise (best possible selves‐intervention) prior to a laboratory stress task led to a more challenge‐type response profile (i.e., higher cardiac output relative to peripheral resistance) in trait anxious individuals, suggesting that positive psychological micro‐interventions could foster more adaptive coping.
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Affiliation(s)
| | - Christian Rominger
- Health Psychology Unit, Institute of Psychology, University of Graz, Graz, Austria
| | - Bernhard Weber
- Health Psychology Unit, Institute of Psychology, University of Graz, Graz, Austria
| | - Isabella Aluani
- Health Psychology Unit, Institute of Psychology, University of Graz, Graz, Austria
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29
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Corte C, Lee CK, Stein KF, Raszewski R. Possible selves and health behavior in adolescents: A systematic review. SELF AND IDENTITY 2020. [DOI: 10.1080/15298868.2020.1788137] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Affiliation(s)
- Colleen Corte
- College of Nursing, University of Illinois at Chicago, Chicago, IL, USA
| | - Chia-Kuei Lee
- Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Karen F. Stein
- School of Nursing, University of Rochester, Rochester, NY, USA
| | - Rebecca Raszewski
- Library of Health Sciences, University of Illinois at Chicago, Chicago, IL, USA
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Molina MF, Schmidt V. Relationship between Family Functioning and Possible Selves in Adolescents from Argentina. The Journal of Genetic Psychology 2020; 181:319-335. [PMID: 32351172 DOI: 10.1080/00221325.2020.1758898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The goal of this study was to analyze the relationship between different family functioning types and the content, valence, and structure of adolescents' possible selves (PSs). Participants were adolescents (n = 392) of both genders (female = 54.9%) from private and catholic high schools in the city of Buenos Aires, Argentina (age, M = 14.92, SD = 1.52). We performed a cluster analysis to explore family functioning profiles in terms of communication with parents, promotion of challenges, family cohesion, and flexibility. In order to study family functioning type and PSs content association, we performed a chi-squared test. To study family functioning type differences in PSs valence and structure we conducted a one-way MANOVA. The chi-squared test indicated that there was no significant association between family functioning type and adolescents' PSs spontaneous content. On the other hand, the MANOVA revealed the existence of significant differences in PSs valence between each type of family functioning group. In regard to the structure of PSs, there were no significant differences between family functioning types. In conclusion, adolescents who perceived positive family functioning have more positive PSs. Family functioning type was not related to PSs content and structure.
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Affiliation(s)
| | - Vanina Schmidt
- Argentine National Council of Scientific and Technological Research (CONICET), Secretary of Science and Technology of the University of Buenos Aires (UBACyT), Open Interamerican University, Buenos Aires, Argentina
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31
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Nagy P, Wylie R, Eschrich J, Finn E. Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists. SCIENCE AND ENGINEERING ETHICS 2020; 26:737-759. [PMID: 31292834 DOI: 10.1007/s11948-019-00121-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2018] [Accepted: 07/04/2019] [Indexed: 06/09/2023]
Abstract
Since its first publication in 1818, Mary Shelley's Frankenstein; or, The Modern Prometheus has transcended genres and cultures to become a foundational myth about science and technology across a multitude of media forms and adaptations. Following in the footsteps of the brilliant yet troubled Victor Frankenstein, professionals and practitioners have been debating the scientific ethics of creating life for decades, never before have powerful tools for doing so been so widely available. This paper investigates how engaging with the Frankenstein myth may help scientists gain a more accurate understanding of their own beliefs and opinions about the social and ethical aspects of their profession and their work. The paper presents findings from phenomenological interviews with twelve scientists working on biotechnology, robotics, or artificial intelligence projects. The results suggest that the Frankenstein myth, and the figure of Victor Frankenstein in particular, establishes norms for scientists about what is considered unethical and dangerous in scientific work. The Frankenstein myth both serves as a social and ethical reference for scientists and a mediator between scientists and the society. Grappling with the cultural ubiquity of the Frankenstein myth prepares scientists to face their ethical dilemmas and create a more transparent research agenda. Meanwhile, by focusing on the differences between real scientists and the imaginary figure of Victor Frankenstein, scientists may avoid being labeled as dangerous individuals, and could better conceptualize the potential societal and ethical perceptions and implications of their research.
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Affiliation(s)
- Peter Nagy
- Center for Science and the Imagination, Arizona State University, Tempe, USA.
| | - Ruth Wylie
- Center for Science and the Imagination, Mary Lou Fulton Teachers College, Arizona State University, Tempe, USA
| | - Joey Eschrich
- Center for Science and the Imagination, Arizona State University, Tempe, USA
| | - Ed Finn
- Arts, Media and Engineering/English, Arizona State University, Tempe, USA
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32
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Altintas E, Karaca Y, Moustafa A, El Haj M. Effect of Best Possible Self Intervention on Situational Motivation and Commitment in Academic Context. LEARNING AND MOTIVATION 2020. [DOI: 10.1016/j.lmot.2019.101599] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Abstract
The core premise of this article is that it is scientifically informative and psychologically meaningful to conceptualize and assess authenticity in context. I begin by providing some theoretical background on the nature of the self-concept, highlighting how the self-concept is composed of a collection of selves, with different selves activated and therefore at play in different contexts. This basic fact, that the self-concept is both multifaceted and malleable, implies that authenticity is a construct that requires study at a contextual level. I illustrate this by reviewing theory and findings from 3 areas of research, incorporating studies from my laboratory throughout. These areas are (a) authenticity in the context of close relationships; (b) authenticity in hierarchical contexts, wherein one occupies a lower versus higher position of social power; and (c) authenticity in relation to the larger cultural context. Finally, I address a number of issues and questions that arise when considering authenticity in context and propose a number of directions for future research on the context-specific nature of authenticity.
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Affiliation(s)
- Serena Chen
- Department of Psychology, University of California, Berkeley
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34
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Lewis NA, Sekaquaptewa D, Meadows LA. Modeling gender counter-stereotypic group behavior: a brief video intervention reduces participation gender gaps on STEM teams. SOCIAL PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s11218-019-09489-3] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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35
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Kira I. Toward an Integrative Theory of Self-Identity and Identity Stressors and Traumas and Their Mental Health Dynamics. ACTA ACUST UNITED AC 2019. [DOI: 10.4236/psych.2019.104027] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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36
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Destin M, Castillo C, Meissner L. A Field Experiment Demonstrates Near Peer Mentorship as an Effective Support for Student Persistence. BASIC AND APPLIED SOCIAL PSYCHOLOGY 2018. [DOI: 10.1080/01973533.2018.1485101] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Mesmin Destin
- School of Education & Social Policy, Department of Psychology, Institute for Policy Research, Northwestern University
| | | | - Lynn Meissner
- School of Education & Social Policy, Northwestern University
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37
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de Place AL, Brunot S. Le pouvoir motivationnel des sois possibles : revue critique. ANNEE PSYCHOLOGIQUE 2018. [DOI: 10.3917/anpsy1.182.0203] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Horowitz E, Sorensen N, Yoder N, Oyserman D. Teachers can do it: Scalable identity-based motivation intervention in the classroom. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.04.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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39
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Meijer E, Gebhardt WA, van Laar C, van den Putte B, Evers AWM. Strengthening quitter self-identity: An experimental study. Psychol Health 2018; 33:1229-1250. [PMID: 29886765 DOI: 10.1080/08870446.2018.1478976] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
OBJECTIVES Smoking-related self-identity processes are important for smoking cessation. We examined whether quitter self-identity (i.e. identification with quitting smoking) could be strengthened through a writing exercise, and whether expected social support for quitting, manipulated through vignettes, could facilitate identification with quitting. DESIGN Participants (N = 339 daily smokers) were randomly assigned to a 2 (identity: strengthened quitter self-identity vs. control) × 3 (social support: present vs. absent vs. neutral control) between-participants design. MAIN OUTCOME MEASURES The main outcome was post-test quitter self-identity. RESULTS Post-test quitter self-identity was not strengthened successfully. Only a small and marginally significant intervention effect was found on quitter self-identity, which did not generalise to positively influence quit-intention or behaviour. The social support manipulation did not facilitate quitter self-identity. Secondary content analyses showed that quitter self-identity was strengthened among participants who linked quitting smoking to their lifestyle, wanted to become quitters for health reasons, and whose reasons for becoming quitters included approach of positive aspects of quitting, but not among participants who linked quitter self-identity to their self-perceptions. CONCLUSIONS Results provide insight into the content of smokers' self-conceptualizations as quitters. Writing exercises should be improved and tested to eventually successfully strengthen quitter identities.
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Affiliation(s)
- Eline Meijer
- a Health, Medical and Neuropsychology , Leiden University , Leiden , The Netherlands.,b Public Health and Primary Care, Leiden University Medical Center , Leiden , The Netherlands
| | - Winifred A Gebhardt
- a Health, Medical and Neuropsychology , Leiden University , Leiden , The Netherlands
| | - Colette van Laar
- c Social and Cultural Psychology , University of Leuven , Leuven , Belgium
| | - Bas van den Putte
- d Amsterdam School of Communication Research, University of Amsterdam , Amsterdam , The Netherlands
| | - Andrea W M Evers
- a Health, Medical and Neuropsychology , Leiden University , Leiden , The Netherlands
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Oyserman D, Elmore K, Novin S, Fisher O, Smith GC. Guiding People to Interpret Their Experienced Difficulty as Importance Highlights Their Academic Possibilities and Improves Their Academic Performance. Front Psychol 2018; 9:781. [PMID: 29887819 PMCID: PMC5983065 DOI: 10.3389/fpsyg.2018.00781] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2017] [Accepted: 05/02/2018] [Indexed: 11/13/2022] Open
Abstract
Does experiencing difficulty bolster or undermine future self-images, strategies to get there and actual performance? We build on four insights from prior research to predict that accessible interpretation-of-experienced-difficulty mindset shapes identity and performance. First, people have two different interpretation-of-experienced-difficulty mindsets available in memory; their difficulty-as-impossibility mindset focuses attention on difficulty as implying low odds and their difficulty-as-importance mindset focuses attention on difficulty as implying high value. Second, people are sensitive to contextual cues as to which mindset to apply to understand their experienced difficulty. Third, people apply the mindset that comes to mind unless they have reason to question why it is "on-the-mind." Fourth, social class can be thought of as a chronic context influencing how much people endorse each interpretation-of-experienced-difficulty mindset. We used subtle primes to guide participants' attention toward either a difficulty-as-importance or a difficulty-as-impossibility mindset (N = 591). Participants guided toward a difficulty-as-importance mindset performed better on difficult academic tasks (Studies 1, 2) than participants guided toward a difficulty-as-impossibility mindset; whether they had more school-focused possible identities and linked strategies depended on sample (Studies 3, 4). For college students, the effect of guided interpretation-of-experienced-difficulty mindset was not moderated by how much participants agreed with that mindset (Studies 1, 3, 4). College students mostly disagreed with a difficulty-as-impossibility mindset, but making that mindset accessible undermined their performance and sometimes their possible identities anyway. In contrast, middle school students (a younger and lower social class sample) were more likely to agree with a difficulty-as-impossibility mindset. In this sample (Study 2), we found an effect of mindset endorsement: agreeing that difficulty implies importance and disagreeing that difficulty implies impossibility improved performance. This study had a control group. Control group participants not guided to use a particular interpretation-of-experienced-difficulty mindset performed no differently than participants guided toward a difficulty-as-impossibility mindset. Results suggest that people may chronically act as if they are using a difficulty-as-impossibility mindset and may benefit from being guided to consider that experienced difficulty might imply task importance. Effect of accessible mindset on salience of academic possible selves was not stable, accessible mindset mattered in one university sample but not the other.
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Affiliation(s)
- Daphna Oyserman
- Department of Psychology, Dornsife Mind and Society Institute, University of Southern California, Los Angeles, CA, United States
- Department of Psychology, Institute for Social Research, University of Michigan, Ann Arbor, MI, United States
| | - Kristen Elmore
- Department of Psychology, Institute for Social Research, University of Michigan, Ann Arbor, MI, United States
- Department of Psychology, Cornell University, Ithaca, NY, United States
| | - Sheida Novin
- Department of Psychology, Institute for Social Research, University of Michigan, Ann Arbor, MI, United States
- Department of Developmental Psychology, Utrecht University, Utrecht, Netherlands
| | - Oliver Fisher
- Department of Psychology, Dornsife Mind and Society Institute, University of Southern California, Los Angeles, CA, United States
| | - George C. Smith
- Department of Psychology, Institute for Social Research, University of Michigan, Ann Arbor, MI, United States
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Masinga NC, Dumont KB. The motivational implications of adolescents' school-oriented possible identities in a social change context. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2018. [DOI: 10.1111/jasp.12512] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Nonhlanhla C. Masinga
- School of Interdisciplinary Research and Graduate Studies; University of South Africa
| | - Kitty B. Dumont
- School of Interdisciplinary Research and Graduate Studies; University of South Africa
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42
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Jones BK, Destin M, McAdams DP. Telling better stories: Competence-building narrative themes increase adolescent persistence and academic achievement. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2018. [DOI: 10.1016/j.jesp.2017.12.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Cantor P, Osher D, Berg J, Steyer L, Rose T. Malleability, plasticity, and individuality: How children learn and develop in context1. APPLIED DEVELOPMENTAL SCIENCE 2018. [DOI: 10.1080/10888691.2017.1398649] [Citation(s) in RCA: 49] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Affiliation(s)
- Pamela Cantor
- Turnaround for Children
- Harvard Graduate School of Education
| | | | | | | | - Todd Rose
- Harvard Graduate School of Education
- Center for Individual Opportunity
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45
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Zhao J, Sun P, Wang M, Zhang W. Left-behind adolescents' hopes and fears for the future in rural China. J Adolesc 2017; 63:64-74. [PMID: 29272768 DOI: 10.1016/j.adolescence.2017.11.015] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2017] [Revised: 11/18/2017] [Accepted: 11/27/2017] [Indexed: 11/19/2022]
Abstract
The present study examined the contents of future hopes and fears among Chinese adolescents left behind by one or both of their rural-to-urban migrant parents compared to those from rural and urban nonmigrant families. Data from 1083 participants (50.2% boys; Mage = 13.50 years; SD = 1.06) indicated that adolescents reported future hopes and fears in a variety of life domains, including future education, academics, occupation, marriage and family, parents' and relatives' wellbeing, interpersonal relationships, leisure activities, wealth and self-related issues. Adolescents from both-parent-migrant families reported more hopes and fears for interpersonal relationships and more fears for parents' and relatives' wellbeing than other adolescents. Moreover, boys from migrant families reported more hopes for occupation and fewer hopes for interpersonal relationships than girls from migrant families, whereas no gender differences were found among adolescents from nonmigrant families. These results suggest the important roles of parental migration in adolescents' future thinking.
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Affiliation(s)
- Jingxin Zhao
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Ping Sun
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Meifang Wang
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Wenxin Zhang
- Department of Psychology, Shandong Normal University, Jinan, China.
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Molina MF, Schmidt V, Raimundi MJ. Possible Selves in Adolescence: Development and Validation of a Scale for their Assessment. THE JOURNAL OF PSYCHOLOGY 2017; 151:646-668. [PMID: 29020575 DOI: 10.1080/00223980.2017.1372347] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Abstract
Possible selves (PSs) have a significant role in adolescents' development. For this reason, it is of great importance to have adequate measures to operationalize them. The aim of this work is to present the construction and validation of a scale to assess PSs at the end of high school in multiple domains. Participants were adolescents (n = 320) of both sexes (female = 51.3%) from high-schools in Buenos Aires City, Argentina (age, M = 14.9, SD = 1.5). The scale was developed based on a literature review and a previous qualitative study. Expert judges' assessment revealed that it has good content validity. The scale's structure was studied with exploratory factor analysis and a 5-factor structure with theoretical meaning was found. Spearman's correlations between current and future self-perceptions show evidence of convergent validity. Mann-Whitney U test shows that the scale can discriminate by sex and age. The scale shows adequate to very good internal consistency. These results show that the scale has adequate psychometric properties to assess PSs in Argentine adolescents. The advantages of this scale relative to existing measures of PSs are discussed. Scale development allows us to know more about how adolescents think they will be during a significant life transition such as the end of high school. This is particularly important for planning interventions that focus on motivation and behavior regulation.
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Light AE, Rios K, DeMarree KG. Self-Uncertainty and the Influence of Alternative Goals on Self-Regulation. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2017; 44:24-36. [PMID: 28934896 DOI: 10.1177/0146167217730368] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The current research examines factors that facilitate or undermine goal pursuit. Past research indicates that attempts to reduce self-uncertainty can result in increased goal motivation. We explore a critical boundary condition of this effect-the presence of alternative goals. Though self-regulatory processes usually keep interest in alternative goals in check, uncertainty reduction may undermine these self-regulatory efforts by (a) reducing conflict monitoring and (b) increasing valuation of alternative goals. As such, reminders of alternative goals will draw effort away from focal goals for self-uncertain (but not self-certain) participants. Across four studies and eight supplemental studies, using different focal goals (e.g., academic achievement, healthy eating) and alternative goals (e.g., social/emotional goals, attractiveness, indulgence), we found that alternative goal salience does not negatively influence goal-directed behavior among participants primed with self-certainty, but that reminders of alternative goals undermine goal pursuit among participants primed with self-uncertainty.
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Hernandez D, Rana S, Rao A, Usselman M. Dismantling Stereotypes About Latinos in STEM. HISPANIC JOURNAL OF BEHAVIORAL SCIENCES 2017. [DOI: 10.1177/0739986317731100] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The present study compared the effectiveness of a self-affirmation and a role model guest lecture intervention on reducing students’ perceptions of science-related social identity threat. Participants included 67 Latino high school students enrolled in a college preparation program. Students were randomly assigned either to a self-affirmation intervention or a self-affirmation control task, and the role model intervention was open to all students, with some choosing to participate. Results from an ANCOVA found the combination of both interventions had an identity threat reducing effect of moderate magnitude on perceptions of identity threat, and planned contrasts found statistically significant differences in perceptions of identity threat between students who received both interventions and no intervention, and between students who received both interventions and the self-affirmation task alone. Our research suggests that using multiple and combined interventions might provide an important advantage in order to reduce perceptions of identity threat in Latino students.
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Affiliation(s)
| | | | - Analia Rao
- Georgia Institute of Technology, Atlanta, USA
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49
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Browman AS, Destin M, Carswell KL, Svoboda RC. Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2017. [DOI: 10.1016/j.jesp.2017.03.006] [Citation(s) in RCA: 57] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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50
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Oyserman D, Lewis NA, Yan VX, Fisher O, O'Donnell SC, Horowitz E. An Identity-Based Motivation Framework for Self-Regulation. PSYCHOLOGICAL INQUIRY 2017. [DOI: 10.1080/1047840x.2017.1337406] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Daphna Oyserman
- Department of Psychology, Dornsife Mind and Society Center, University of Southern California, Los Angeles, California
| | - Neil A. Lewis
- Department of Communication, Center for the Study of Inequality, Cornell University, Ithaca, New York
| | - Veronica X. Yan
- Department of Educational Psychology, University of Texas at Austin, Austin, Texas
| | - Oliver Fisher
- Department of Psychology, Dornsife Mind and Society Center, University of Southern California, Los Angeles, California
| | - S. Casey O'Donnell
- Department of Psychology, Dornsife Mind and Society Center, University of Southern California, Los Angeles, California
| | - Eric Horowitz
- Department of Psychology, Dornsife Mind and Society Center, University of Southern California, Los Angeles, California
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