Identity-based motivation: Implications for intervention

Bridging the Gender Gap in Academic Engagement among Young Adults: The Role of Anticipated Future Sex Discrimination and Gender-role Orientation

Academic engagement is vital for college students, yet existing studies reveal inconsistencies in how gender influences academic engagement. Building upon the statistical discrimination theory and identity-based motivation theory, this study develops an integrated model to examine gender differences in college students' academic engagement. Further, the role that gender-role orientation in influencing academic engagement was investigated. Using a sample of 524 college students (Mage = 21.11, SD = 1.98; 47.7% women) from a large university collected in two time periods, the findings indicate that in the Chinese context, women anticipate higher future sex discrimination than men. However, gender-role orientation restores parity between men and women through a moderated mediation: egalitarian gender-role orientation has a stronger effect on women's anticipated future sex discrimination than on men's, resulting in increased academic engagement of women. The findings highlight the need to consider female students' egalitarian beliefs in gender-related academic research.

EPIS-RI: Indonesian translation, cultural adaptation and construct validation of an interprofessional identity measure

Interprofessional Education (IPE) as a preparatory stage for Interprofessional collaboration (IPC) is overlooked in some low-and middle-income countries, including Indonesia. One of the driving forces behind IPC is the development of Interprofessional Identity (IPI), which has yet to be assessed in the Indonesian context. Our study aims were translating and culturally adapting the Extended Professional Identity Scale (EPIS) and confirming its construct validity. We invited third-year students from three programs (medicine, nursing, and dietetics) without previous IPE experience to participate in the study. Using Confirmatory Factor Analysis (CFA), we examined the construct validity, analyzed internal consistency, and conducted a Kruskal-Wallis test to identify variations across professions. Of 513 students approached, 335 participated (response rate 65.3%). The CFA showed factor loadings ranging between .59 and .86, while correlations among subscales varied from .55 to .86. All five goodness-of-fit indices were sufficient. The internal consistency of subscales interprofessional belonging, commitment, and beliefs was .82, .84 and .87, respectively, and .90 for the overall scale. Interprofessional belonging and commitment were different among various students (p-value = .009 and .004) and the dietetics students had lower scores than other students. The Indonesian EPIS (EPIS-RI) demonstrated reliability and construct validity.

Not a Monolith: Understanding of Racism and Racialization among Korean, Pacific Islander, South Asian, and Vietnamese Women

The people within the Asian and Pacific Islander racial/ethnic category used in the United States are often misrepresented as a monolithic group when, in reality, the group includes people from over 48 different countries with diverse cultures, languages, and customs. Asian and Pacific Islander people experience racism and racialization in nuanced ways that are influenced by immigrant generations, histories of colonization, and origin countries' relationship with the US. This study examines the racialized experiences of Asian and Pacific Islander women in the United States. Focus groups were held with 21 Korean, Pacific Islander, South Asian, and Vietnamese women in the United States to explore their experiences of racism and racialization. Data were analyzed using an iterative coding and theme-generation process. Findings indicate that among these groups, there is a heightened awareness of racism both toward their own racial/ethnic group as well as toward other minoritized populations, a recognition of the importance of solidarity among people of color to combat racism and the difficulties in sustaining solidarity, and nuanced ways in which different Asian and Pacific Islander people navigate their own racialization.

Relevance of Science, Conceptualization of Scientists, and Contextualized "Failure" as Mediators in the Development of Student Science Identity

The Research Experiences in Marine Science (REMS) Program is a Hawai'i place-based CURE (course-based undergraduate research experience) for late high school and early undergraduate students wherein students conduct independent research that draws upon the history, culture, and ecosystem of their local communities. In addition to providing meaningful access to marine science education and training, REMS addresses a fear of failure expressed by students who view their culture and personal identity as incompatible with undergraduate science pathways. Data about student attitudes toward and conceptualizations of science and scientists were collected through pre- and postprogram open-ended survey items, Draw-a-Scientist Tests, and postprogram interviews. Results suggest the combination of place-based elements and an authentic research experience shifted students' conceptualization of scientists to a "humanized" construct. The emergence of this theme coincided with students recognizing themselves as scientists, gaining confidence in content understanding and research skills, increasing interest in science as a career pathway, and recognizing how science affects their communities. This study demonstrates how a CURE that emphasizes the cultural relevance of science, an inclusive conceptualization of a "scientist", and contextualized role of "failure" in science, may contribute to historically marginalized students recognizing themselves as scientists and ultimately persisting in science careers.

Talent denied: Equity and excellence gaps in STEMM

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that-similar to public health approaches-the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

Identifying the psychological mechanisms of utility-value activities to inform educational research and practice

BACKGROUND

Utility-value interventions have been shown to promote students' achievement and motivation in mathematics through encouraging them to identify connections between course content and their real lives. To extend the benefits of these interventions, additional research is necessary to test their efficacy in diverse high school contexts, as well as investigate the psychological mechanisms through which they benefit students.

AIMS

To inform efforts within broader learning contexts to develop activities and messages based on utility-value interventions that effectively target the psychological mechanisms that support student learning.

SAMPLES

Study 1 (N = 375) and Study 2 (N = 2894) include racially and socioeconomically diverse samples of students enrolled in mathematics courses across four high schools in the United States.

METHODS

We conducted two randomized field experiments to test the effects of brief utility-value activities on students' motivation. Using multi-level path analyses, we then investigated the mechanisms through which utility-value activities bolster students' interest and achievement in mathematics.

RESULTS

In pre-registered analyses, we found that the utility-value activities promoted students' perceived value of mathematics, as well as their novel engagement and sense of social identity congruence with mathematics. In turn, these outcomes mediated the indirect effects of the activities on students' grades and interest in mathematics.

CONCLUSIONS

Our results underscore the potential of utility-value activities to promote students' success. Based on our mediation findings, we also provide a roadmap for how learning contexts can develop activities and messages that effectively target key processes to advance student success.

Interprofessional identity and motivation towards interprofessional collaboration

INTRODUCTION

It is unknown whether interprofessional identity is able to explain interprofessional behaviours. Extended professional identity theory provides clues by combining two psychological identity approaches. The aim of this study is to investigate whether interprofessional identity is a source for intrinsic motivation towards interprofessional collaboration related to wider group membership.

METHODS

Participants of this double-blinded study were 47 dentistry and 41 dental hygiene students (86.3% response) without interprofessional education (IPE) experience. Group productivity was used as indicator of group effort and equal communication as indication for interprofessional direction. The extended professional identity scale (EPIS) was used to measure interprofessional identity eight weeks prior to a mandatory IPE course. Based on EPIS levels, students were assigned to a low or high interprofessional identity group condition. Subsequently, 12 interprofessional teams (four to five members) were randomly composed per condition. Each group received eight problems (regarding roles, responsibilities and collaborative practice) for which they were expected to provide up to 10 solutions. Six trained psychologists rated the validity of solutions after which the percentage of solutions per group was calculated. Additionally, the psychologists rated interprofessional direction by observing team communication (asking questions, topic control, prosocial formulations, and speech frequency) during the second group meeting.

RESULTS

No interprofessional identity differences were found with regard to gender and profession. The mean difference between groups with low versus high interprofessional identity was 0.5 (M = 3.4; SD = 0.5 and M = 3.9, SD = 0.4, respectively), t = -5.880, p < 0.001. Groups with high identity generated more solutions compared to low identity groups (91.5% vs. 86.4%), t = -2938, p = 0.004. The correlation between individual interprofessional identity and group effort was significant, r = 0.22, p = 0.036. Groups with high identity showed more interprofessional direction, t = -2.160, p = 0.034.

DISCUSSION

Interprofessional identity has a positive effect on congruent interprofessional behaviours after 10 weeks. More research is required to understand interprofessional identity in relation to performance in education and work.

Nursing home geriatric rehabilitation care and interprofessional collaboration; a practice-based study

BACKGROUND

Frailty and multimorbidity are common among patients in geriatric rehabilitation care (GRC). Proper care of these patients involves multiple professionals which requires optimal interprofessional collaboration to provide the best possible support. Interprofessional collaboration (IPC) goes beyond multi-professional collaboration. It requires professionals to think beyond the expertise of their own discipline and work on joint outcomes in which the patient is actively involved. This study describes the development of the GRC teams of an elderly care organization towards the IPC.

METHODS

Mixed method pre-post study of 15 months. The interprofessional training program comprised team trainings, webinars, and online team sessions. Data was aggregated by administering the Extended Professional Identity Scale (EPIS) and QuickScan Interprofessional Collaboration (QS) measurements to GRC staff and by observations of the multi-professional team consultation (MPC) meetings of six GRC teams of an organization for elderly care in Drachten and Dokkum in the Netherlands. ADL independence (Barthel Index) and number of inpatient days were analyzed before and after the project.

RESULTS

Pretest healthcare professional response was 106, patients for analyses was 181; posttest response was 84, patients was 170. The EPIS shows improvement on "interprofessional belonging" (P = .001, 95%CI: 0.57-2.21), "interprofessional commitment" (P = .027, 95%CI: 0.12-1.90), and overall "interprofessional identity" (P = .013, 95%CI: 0.62 - 5.20). On the QS, all domains improved; "shared values" (P = .009, 95%CI: 0.07 - 0.47), "context" (P = .005, 95%CI: 0.08 - 0.44), "structure & organization" (P = .001, 95%CI: 0.14 - 0.56), "group dynamics & interaction" (P < .001, 95%CI: 0.18 - 0.58), and "entrepreneurship & management" (P = .039, 95%CI: 0.01 - 0.48). A qualitative analysis of the reflection responses and MPC observations indicate a shift from multi-professional to more IPC. Differences in ADL over time were not statistically significant. The mean number of inpatient days was reduced by 11.8 (P < .001, 95%CI: -17.34 - - 6.31) days.

CONCLUSIONS

Within the GRC teams, there was a shift observed to more IPC and better representation of the patient's wishes and needs. ADL independence did not change, yet we found a statistically significant decrease in the number of inpatient days. The basis for IPC was well established, however, it remains necessary that the teams continue to develop and invest in the collaboration with each other and the patient to further improve it.

Seeds of Success: Empowering Latina STEM Girl Ambassadors Through Role Models, Leadership, and STEM-Related Experiences

Gender stereotypes and lack of access to relatable role models, mentors, and STEM opportunities have been suggested to deter middle school girls and students from underrepresented backgrounds away from STEM. Seeds of Success, an out-of-school program, is designed to inspire girls to consider STEM careers by countering gender stereotypes through relatable role models, promoting STEM confidence through STEM workshops and hands-on activities, and encouraging alignment between cultural and STEM identities through community-based STEM projects that develop leadership skills. Since 2015, the program has impacted 453 students who in turn have reached more than 42,777 people in Puerto Rico through their STEM Ambassadors projects. A robust mix-method evaluation of the 2020 and 2021 cohorts demonstrates significant improvements in participants' STEM attitudes and science identity, as well as in their self-perception as a leader, confidence in their ability to succeed in science, knowledge about STEM careers and opportunities, and access to STEM role models. Moreover, 95% of participants intend to continue participating in STEM activities after the program and overall scores for the entire survey were significantly higher after the program than before. We discuss lessons learned for other programs seeking to empower girls from historically underserved backgrounds in STEM.

The association between future self-continuity and problematic mobile video gaming among Chinese college students: the serial mediation of consideration of future consequences and state self-control capacity

BACKGROUND

To explore the relationship between future self-continuity and problematic mobile video gaming among Chinese college students and to examine the serial mediation of consideration of future consequences and state self-control capacity on the association between future self-continuity and problematic mobile video gaming, based on Identity-Based Motivation Theory.

METHODS

The Problematic Mobile Video Gaming Scale, Future Self-continuity Scale, Consideration of Future Consequences Scale, and Short Version of State Self-control Capacity Scale were administered to a sample comprising 800 college students (338 males accounting for 42.3%). Multivariate analysis and latent variables analysis were utilized to explore the separate mediating role consideration of future consequences and state self-control capacity played in the association between future self-continuity and problematic mobile video gaming, and their serial mediation also was investigated. The Bootstrap method was employed to test the significance of these mediation effects.

RESULTS

The negative association between future self-continuity and problematic mobile video gaming was moderately found. Students with increased consideration of future consequences from higher levels of future self-continuity have decreased their problematic mobile video gaming. Future self-continuity significantly positively predicted state self-control capacity, which in turn significantly negatively predicted problematic mobile video gaming. The serial mediation was also found.

CONCLUSION

The findings revealed why differences in identification with the current and future selves become influencing factors in problematic mobile video gaming. This study observed the mediating role that consideration of future consequences and state self-control capacity play in the association between future self-continuity and problematic mobile video gaming.

Examining Secondary School Choice Processes as a Predictor of Adjustment After the School Transition

The secondary school transition is an important moment in adolescents' lives. Taking a prospective approach, the present study examined whether educational identity regarding a secondary school choice and own and parental expectations during the last year of primary school predicted post-transition school and psychological adjustment in Dutch adolescents (N = 314, M_age  = 11.58). Additionally, the study qualitatively examined the reasons adolescents gave for their school choice, and linked these reasons to exploration behavior and post-transition adjustment. Identity processes and expectations predicted adjustment. Adolescents mostly reported multiple reasons for their school choice, with educational, practical, and social aspects of secondary schools appearing most important. The number of reasons mentioned was associated with pre-transition exploration behavior.

The effects of labelling and health identity on subjective health

OBJECTIVES

Labels are used to describe people every day, and these labels can affect people's subjective health. However, little is known about how existing health identity (i.e., stable identification with being a healthy person) shapes these effects. This study examined the effect of health-related labelling on subjective health, and the potential role of existing health identity in moderating this association.

METHODS

Participants (N = 309) first answered questions related to their health identity, namely, the extent to which they identified with being a healthy person. Next, they were presented with a series of scenarios reflecting healthy (n = 154) or unhealthy (n = 155) labels. Participants' subjective health ratings were then measured using a self-report scale ranging from (0) "Worst health among age" to (100) "Best health among age."

RESULTS

Beyond chronological age effects, exposure to healthy labels was associated with higher ratings of subjective health. Participants with a greater health identity showed an amplified positive response to being labelled a healthy person.

CONCLUSIONS

Social-cognitive processes, both in terms of stable identity and situational labelling, inform subjective health. These perceptions may impact actual health downstream. Our results suggest that health identity and health-related labels may be used in future interventions to bolster objective health outcomes.

Educators' Beliefs About Students' Socioeconomic Backgrounds as a Pathway for Supporting Motivation

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 (N_{Study 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 (N_{Study 2} = 256; N_{Study 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.

Concern about experiencing downward socioeconomic mobility generates precarious types of motivation among students of color

Students' beliefs about whether they will experience changes in their socioeconomic status influence their academic motivation. We propose that students who are concerned about downward socioeconomic mobility will focus their attention on negative academic outcomes and exhibit motivational goals oriented towards preventing negative possibilities and that this relationship will be particularly pronounced among students of color. Two studies investigated the relationship between college students' concerns about downward socioeconomic mobility and their adoption of academic achievement goals. The more that students of color expressed concerns about experiencing downward socioeconomic mobility, the more they adopted academic mastery-avoidance goals (β = 0.76), whereas there was no significant relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among White students (β = - 0.24; Study 1). Experimentally induced concerns about downward socioeconomic mobility increased academic mastery-avoidance goals among students of color (β =  - 0.58) but decreased mastery-avoidance goals among White students (β = 0.46; Study 2). Together, results indicate that there is a strong relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among students of color, highlighting the importance of understating how students of color make sense of their future socioeconomic prospects in order to most effectively support their academic trajectories positively.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11218-023-09763-5.

Motivating Proactive Biorisk Management

Scholars and practitioners of biosafety and biosecurity (collectively, biorisk management or BRM) have argued that life scientists should play a more proactive role in monitoring their work for potential risks, mitigating harm, and seeking help as necessary. However, most efforts to promote proactive BRM have focused on training life scientists in technical skills and have largely ignored the extent to which life scientists wish to use them (ie, their motivation). In this article, we argue that efforts to promote proactive BRM would benefit from a greater focus on life scientists' motivation. We review relevant literature on life scientists' motivation to practice BRM, offer examples of successful interventions from adjacent fields, and outline ideas for possible interventions to promote proactive BRM, along with strategies for iterative development, testing, and scaling.

Freedom dreaming to STEM: A conceptual model for Black youth's racial and STEM identity development through social media

Social media use has become increasingly enmeshed in the lives of youth. Although investigations in this area have tended to focus on risk (e.g., cyberbullying) and negative outcomes (e.g., in mental health and academic functioning), a growing body of literature suggests there may be positive developmental outcomes associated with Black youths' social media use. Social media may offer Black youth a means of resisting negative experiences, expand their opportunities to create and explore, and facilitate the integration of their racial and STEM identities. Aligned with PYD perspectives and PVEST, we suggest this dynamic process occurs iteratively within youth and bidirectionally between youth and their environment (online and offline) over the course of development. In this article, we present a conceptual model to guide future investigations to address gaps in the literature and elucidate the linkages between social media use, racial identity, and STEM identity among Black youth. We begin by reviewing two frameworks that provide the theoretical foundations for our model. We then discuss our outcomes of interest: racial identity and STEM identity. Given its rapidly evolving nature, we then proceed with a discussion about how social media may be operationalized, noting limitations in the current literature and highlighting the unique ways in which social media differs from offline contexts. Subsequently, we present our conceptual model, which we situate within distal, proximal, and individual offline influences. We also propose processes that may link social media use to positive identity outcomes. We conclude this article with recommendations for future investigations.

Career Adaptability Development in the School-To-Work Transition

The development pattern of career adaptability has an important influence on individual mental health and career outcomes. Based on career construction theory, our study explored the development characteristics of the career adaptability of college students during the school-to-work transition and discussed how the notions of future work selves and core self-evaluation affect the development trajectories and development patterns of career adaptability. Our study investigated 429 college graduates at an interval of 6 months over the course of 1 year. The results indicated that the graduates had a positive career adaptability trajectory during the school-to-work transition. There were three different development patterns: rapid growth group, growth group, and stationary group. Future work selves predicted career adaptability positively and dynamically. A higher core self-evaluation predicted a higher initial level of career adaptability and a slower development speed. Our study has important implications for enriching career construction theory and career counseling practice.

Moderating Effect of Gender and Engineering Identity on the Association between Interpersonal Relationships and Mental Health of Female Engineering Students

Influenced by factors such as gendered masculine culture within the engineering fields, female engineering students are facing increasing mental health issues. However, the effect of gender or engineering identity on the mental health distress of female engineering students was not well explored till now. This study adds to the current body of knowledge of mental health distress in female engineering students by proposing and verifying a moderating model based on social identity theory (SIT). The data were collected in June 2022 using a cross-sectional survey questionnaire distributed at five universities in eastern China (N = 376). A stepwise multiple regression analysis was performed to understand the relation between the tension of interpersonal relationships, the mental health distress female engineering students suffer from, and their gender or engineering identity. In our sample, 13.03%, 15.96%, and 14.36% of the female engineering students self-reported moderate to extremely severe stress, anxiety, and depression, respectively. Meanwhile, our results provide empirical evidence for the significantly positive relationship between the female engineering students' tension of interpersonal relationships and their mental health distress, including stress, anxiety, and depression. Moreover, we found that gender identity can enhance the positive relationships mentioned above, while engineering identity could weaken these relationships. These findings provide empirical evidence for the role of social identity theory in dealing with mental health problems among engineering students. Broadly, the results of this work inform that social identity and professional role identity should be considered when designing interventions to prevent mental health crises among college students.

Perceiving fairness in an unfair world: System justification and the mental health of girls in detention facilities

Psychologists in the helping professions have long accepted the idea that cognitions have implications for mental health and wellbeing. Community psychologists have further established the importance of context and systems in the etiology of mental health problems. In this paper, we argue that as a discipline that prioritizes social justice, community psychology should consider associations between cognitions about structural and systemic inequality and individual mental health, particularly in marginalized populations. As one illustration of this argument and its complexities, we asked if and to what degree mental health was concurrently associated with adolescents' beliefs in societal fairness (i.e., system-justifying beliefs), attending to gender differences. Our findings were informed by a sample of 196 adolescents residing in detention facilities (49.50% girls; 51.75% Black/Caribbean, 21.68% multiracial; 15.38% Hispanic/Latine; 27.98% LGBTQ+). These youth represent an understudied group in the research literature addressing fairness beliefs and their influence on wellness. Results suggested that boys were more likely to endorse societal fairness compared to girls, but these beliefs were unrelated to their mental health. However, we found a significant gender moderation such that girls who perceived society to be fair reported lower levels of internalizing and externalizing mental health problems. We discuss implications for theory, research, and intervention.

Promising Strategies to Support COVID-19 Vaccination of Healthcare Personnel: Qualitative Insights from the VHA National Implementation

BACKGROUND

In August 2021, up to 30% of Americans were uncertain about taking the COVID-19 vaccine, including some healthcare personnel (HCP).

OBJECTIVE

Our objective was to identify barriers and facilitators of the Veterans Health Administration (VHA) HCP vaccination program.

DESIGN

We conducted key informant interviews with employee occupational health (EOH) providers, using snowball recruitment.

PARTICIPANTS

Participants included 43 VHA EOH providers representing 29 of VHA's regionally diverse healthcare systems.

APPROACH

Thematic analysis elucidated 5 key themes and specific strategies recommended by EOH.

KEY RESULTS

Implementation themes reflected logistics of distribution (supply), addressing any vaccine concerns or hesitancy (demand), and learning health system strategies/approaches for shared learnings. Specifically, themes included the following: (1) use interdisciplinary task forces to leverage diverse skillsets for vaccine implementation; (2) invest in processes and align resources with priorities, including creating detailed processes, addressing time trade-offs for personnel involved in vaccine clinics by suspending everything non-essential, designating process/authority to shift personnel where needed, and proactively involving leaders to support resource allocation/alignment; (3) expect and accommodate vaccine buy-in occurring over time: prepare for some HCP's slow buy-in, align buy-in facilitation with identities and motivation, and encourage word-of-mouth and hyper-local testimonials; (4) overcome misinformation with trustworthy communication: tailor communication to individuals and address COVID vaccines "in every encounter," leverage proactive institutional messaging to reinforce information, and invite bi-directional conversations about any vaccine concerns. A final overarching theme focused on learning health system needs and structures: (5) use existing and newly developed communication channels to foster shared learning across teams and sites.

CONCLUSIONS

Expecting deliberation allows systems to prepare for complex distribution logistics (supply) and make room for conversations that are trustworthy, bi-directional, and identity aligned (demand). Ideally, organizations provide time for conversations that address individual concerns, foster bi-directional shared decision-making, respect HCP beliefs and identities, and emphasize shared identities as healthcare providers.

Racial Stereotype Endorsement, Academic Engagement, Mindset, and Performance among Black and White American Adolescents

The role of racial stereotypes in youth's academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents' stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11-16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents' endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents' race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth.

Is Job Insecurity Harmful to All Types of Proactivity? The Moderating Role of Future Work Self Salience and Socioeconomic Status

How and when do uncertain factors affect employees' different types of proactive behavior? Building on the strength model of self-control, the present study examines the different effects of job insecurity on individual-oriented and organizational-oriented proactive behaviors, and the moderating role of future work self salience (FWSS) and socioeconomic status (SES). Two-wave data collected from 227 employees in China were used to test our hypotheses. The results indicate that job insecurity is negatively associated with all the proactive behaviors. Moreover, the FWSS positively moderates the above relationship, and the moderating role on individual-oriented proactive behavior is stronger than organizational-oriented proactive behavior. The SES negatively moderates the relationship between job insecurity and the two types of proactive behaviors. In addition, the FWSS and SES have a three-way interactive effect on the relationship between job insecurity and individual task proactive behavior. The practical implications of these results are discussed.

Taxonomy of Factors Involved in Decision-Making to Sustain Organization Members’ Creativity

Creativity is highly valued in all areas of life, and it must be supported in the academic environment for the future prosperity of all organizations. This is the primary source of creativity for practice. The research presented is based on answering the following questions: Are an organization’s members willing to increase their motivation if the organization’s motivational efforts improve? What elements in decision-making are used to support the creativity and motivation of the organization’s members? The paper proposes a novel taxonomy of decision-making factors influencing organizations’ sustainable creativity based on linking the findings from the authors’ surveys. Its application will lead to an improvement in the organizations’ processes, especially in the process of education and knowledge generation. The sociological inquiry was used as the main data collection method. Other methods applied included content analysis, practical cases analysis, and comparison. Methods of mathematical-statistical analysis and deductive-inductive approach were used in the evaluation. This resulted in the confirmation of the impact of creative decision-making approaches by employees and managers on sustainable motivation and creativity in the organization. The taxonomy of decision-making factors for the support of sustainable creativity reflects the results of this original research combined with the findings summarized in the discussion.

Perceived parenting practices associated with African American adolescents' future expectations

The current chapter investigated perceived parenting practices associated with future expectations in a sample of African American adolescents and how these relations varied across self-processes (i.e., hope, self-esteem, racial identity). Specifically, 358 low-income, African American high school students were surveyed to examine the role of perceived parenting practices in youth's aspirations and expectations. Structural equation modeling (SEM) revealed that general parenting practices (i.e., support, monitoring, and consistent discipline) and racial socialization (i.e., preparation for bias, cultural socialization) significantly predicted positive future expectations, particularly for adolescents with low self-esteem. Implications of these results and directions for future research are discussed. Importantly, the results contribute to understanding of the developmental cascades of parenting practices and racial socialization in the everyday experiences of African American populations.

Reflected appraisals across multiple reference groups: Discrepancies in self and individual delinquency

We explore the implications of multiple reference groups for symbolic interaction explanations of delinquency. Specifically, we test the idea that dissimilarity in reflected appraisals across reference groups weakens the effect of the appraisals of a single group on behavior. We also assess whether the relative influence of different reflected appraisals is moderated by differences in the amount of time spent in and attachment to the roles taken among specific reference groups. Using data from the National Youth Survey, our findings mostly support symbolic interactionist predictions: Dissimilarity in reference groups' reflected appraisals weakens the influence of a single group's appraisals on behavior. We also found some evidence that, relatively, the more time an individual spends and the more attached they are to a role in a particular reference group, the more strongly correlated the respective appraisals are with delinquent behavior. Contrary to our predictions, we found that relatively strong attachments to one's role with their parents weakens the influence of parental reflected appraisals as a rule violator.

The Role of Stereotype Threat in Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study of Achievement and Persistence in STEM

Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students' stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period.

The glass slipper effect: understanding the Nordic gender equality paradox from an identity fit perspective

Purpose

This paper aims to introduce an identity fit perspective adding to the understanding of the Nordic gender equality paradox of top managing positions using a Danish sample as case.

Design/methodology/approach

In total, five hypotheses concerning identity perception of top managing positions and the relationship with own identity and type of industry were tested through a correlational research design utilizing a cross-sectional survey methodology. A total of 1,054 women aged 18–60 participated in the survey.

Findings

The analysis revealed a strong masculine perception of a top managing position whereas women's own identity perception was much more diverse. The more masculine a woman perceives herself to be, the more motivated she is to climb the career ladder. Type of industry moderates the relationship between identity fit and motivation for top positions, but only for the masculine traits. The relationship between identity fit and motivation is stronger for women in high masculine industries.

Originality/value

Apart from being the first study of identity fit in a Nordic setting, this study contributes to the identity fit theory by employing a semi-objective fit approach exploring identity fit on an industry level, including female-dominated industries, as well as examining identity fit in relation to motivation to pursue a top managing position.

Tackling exclusion: A pilot mixed method quasi-experimental identity capital intervention for young people exiting homelessness

Background

Longitudinal studies examining the life trajectories of young people after they have exited homelessness have identified concerns with persistent social and economic exclusion, struggles to shake off identities of homelessness, and housing instability. This pilot study sought to explore the feasibility of improving socioeconomic inclusion outcomes by bolstering identity capital (sense of purpose and control, self-efficacy and self-esteem) among young people who had experienced homelessness.

Methods

Nineteen individuals (aged 18–26) who had transitioned out of homelessness within the past three years participated in a six-week, six-session program focused on building identity capital. The study employed a mixed method prospective cohort hybrid design with an intervention group (Group One) and a delayed intervention comparison group (Group Two). Participants were interviewed every three months until nine months post-intervention.

Results

None of the youth who began the intervention dropped out of the program, with the exception of one participant who moved across the country and was unable to continue. Immediately after participating in the intervention, Group One had statistically significant improvements (p < .05) and large to very large effect sizes in self-esteem (d = 1.16) and physical community integration (d = 1.79) compared to changes in Group Two over the same period, which had not yet begun the intervention. In the pooled analysis, small to moderate effect sizes in hopelessness, physical community integration, and self-esteem were observed at all post-intervention time points. Notably, at six- and nine-months post-intervention, statistically significant improvements (p < .05) and moderate effect sizes in hopelessness (d = -0.73 and d = -0.60 respectively) and self-esteem (d = 0.71 and d = 0.53 respectively) were observed. Youth shared they appreciated the normalizing (vs. pathologizing) of strategies they needed to learn and spoke of the importance of framing new skills as something one needs “to have a better life” vs. “to get better.”

Conclusions

These early findings signal that targeting identity capital is feasible and may be a promising approach to incorporate into a more complex intervention that includes housing, education, and employment supports to help youth transition out of homelessness. Future research could build on these findings through a sufficiently powered randomized controlled trial.

From the other perspective: Behavioural factors associated with UK sheep farmers' attitudes towards antibiotic use and antibiotic resistance

Research suggests that many sheep farmers continue to carry out traditional antibiotic use practices despite new ’good practice’ recommendations. The aim of this study was to group farmers depending on their attitudes around antibiotic use and antibiotic resistance, and determine the behaviours that are associated with the farmers in these groups. In 2017, a flock health survey was sent to British sheep farmers. K-means cluster analysis was used to identify groups of farmers with similar attitudes towards antibiotic use and resistance. A multivariable logistic regression model was built to determine the associations between farmers’ past behaviours and their antibiotic attitude group. There were 461 responses. Two groups of farmers were identified based on their antibiotic attitudes. Cluster 1 were defined as the "discordant" group who had positive views of using antibiotics prophylactically and negative views of reducing antibiotic use. Cluster 2 were defined as the "concordant" group who were positive about reducing antibiotic use and had negative views about using antibiotics prophylactically. Using antibiotics in all lambs (OR = 2.689, CI = 1.571, 4.603), using antibiotics in all ewes (OR = 3.388, CI = 1.318, 8.706), always trimming diseased feet over the past three years (OR = 2.487, CI = 1.459, 4.238), not using a computer to record information over the past three years (OR = 1.996, CI = 1.179, 3.381), not changing worming practices over the past three years (OR = 1.879, CI = 1.144, 3.087), and farmers’ perceptions that their sheep flock did not make a financial loss in the past three years (OR = 2.088, CI = 1.079, 4.040) were significantly associated with belonging to the discordant group. Talking to their veterinarian about antibiotic use or the frequency of veterinary visits were not associated with antibiotic attitude group. These results suggest that farmers who had attitudes relating to antibiotic use that did not align with current recommendations carried out more traditional practices, which were strengthened by their positive perceptions of profitability.

Is Seeing Believing? A Longitudinal Study of Vividness of the Future and Its Effects on Academic Self-Efficacy and Success in College

This research followed students over their first 2 years of college. During this time, many students lose sight of their goals, leading to poor academic performance and leaving STEM and business majors. This research was the first to examine longitudinal changes in future vividness, how those changes impact academic success, and identify sex differences in those relationships. Students who started college with clear pictures of graduation and life after graduation, and those who gained clarity, were more likely to believe in their academic abilities, and, in turn, earn a higher cumulative GPA, and persist in STEM and business. Compared to men, women reported greater initial vividness in both domains. In vividness of graduation, women maintained their advantage with no sex differences in how vividness changed. However, men grew in vividness of life after graduation while women remained stagnant. These findings have implications for interventions to increase academic performance and persistence.

Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites

Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, M ^age = 6.73; late childhood, n = 136, M ^age = 10.01; adolescence, n = 59, M ^age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.

It Starts with a Conversation: The Importance of Values as Building Blocks of Engagement Strategies in Community-Centered Public Health Research

This study examined the life-motivating values of residents in underserved minority communities to inform the development of community engagement strategies. Semi-structured interviews were conducted to explore the main research questions: (1) what were the values of research participants, and (2) what did they consider important in their lives? The participants included twenty-seven ethnically diverse individuals living in low-income neighborhoods in New York City (NYC). Thematic analysis was performed to identify common themes and patterns related to the values that participants considered important in their lives. Three broad themes were identified: (1) benevolence; (2) universalism, and (3) self-direction. Benevolence implies a sense of belonging as the central meaning in life; community engagement strategies focused on this value emphasize concern for the welfare of loved ones. Community engagement strategies focused on universalism emphasize social justice and concern for the environment and the world. Finally, community engagement strategies focused on self-direction seek to satisfy participants' needs for control, autonomy, and mastery. This study introduces the Value-Based Framework for Community-Centered Research. It illustrates how value exploration is central to a community-centered approach to public health research and can be an important first step for designing studies that are better aligned with community needs and contexts. Such an approach can also help to co-create a "research identity" with community members and integrate their values into a project's purpose, thereby increasing community ownership and engagement in the study.

A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes

Research examining the effects of track placement in the United States has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups within schools that shape students' social-cognitive processes. This article provides a conceptual model that describes ways track placement might have direct implications for students' self-perceptions, beliefs, and goals prior to starting middle school. Additionally, the model demonstrates how track placement shapes differences in student-teacher interactions and peer relationships to impact academic performance and behavior. Finally, the model suggests that student race and school demographics might shape differences in students' track placement experiences. This model is especially important in highlighting the ways curricular tracking might create systemic differences in students' social-cognitive development to perpetuate educational inequities.

Negotiating Local and Global Values in a Globalized World: The Envisioned Futures of Thai Adolescents

This study investigates how adolescents growing up in a rapidly globalizing Thai city psychologically manage local and global values when considering their envisioned futures. Qualitative analysis of interviews conducted with 20 (16-18 years old) adolescents reveals four distinct patterns of local-global value negotiation. Findings indicate that adolescents at times dynamically reshape local values in order to encompass global values; at other times, adolescents conceive of themselves as sitting at the crossroads of value systems that cannot be readily integrated. By revealing how global youth negotiate local and global values, this study pushes forward the scientific understanding of biculturalism in contexts of rapid cultural change.

School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator Among African American Adolescents

Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students' academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents' grade point averages through their ethnic-racial identities (49.6% males; M_age  = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed.

What Do Reinforcement and Confidence Have to Do with It? A Systematic Pathway Analysis of Knowledge, Competence, Confidence, and Intention to Change

The outcomes model most applied in continuing education for the health professions evaluation is Moore and colleagues’ conceptual framework. Examination of how the levels interact and the role of confidence and intention to change can help outcomes professionals understand better how to impact clinician practice and conductand report outcomes studies. The current study examined the relationships among knowledge and competence change, confidence change, and intention to change across 57 online oncology certified education programmes published from 2018 to 2020 on Medscape.org. Findings indicate that not only improvement in knowledge and competence but also reinforcement of knowledge and competence are significant predictors of changes in confidence. They also indicate that knowledge and competence influence intention to change through confidence.

Sexual Health Programs for Latinx Adolescents: A Meta-analysis

CONTEXT

Latinx adolescents are at risk for negative sexual health outcomes, and many interventions have been developed to reduce this risk.

OBJECTIVE

In this meta-analysis, we synthesized the literature on sexual health interventions for Latinx adolescents and examined intervention effects on 3 behavioral outcomes (abstinence, condom use, number of sex partners) and 3 psychological outcomes (safer sex knowledge, intentions, self-efficacy). Moderators of intervention success were explored.

DATA SOURCES

A systematic search of studies published through January 2019 was conducted by using PubMed, PsycINFO, and Cumulative Index to Nursing and Allied Health Literature databases.

STUDY SELECTION

All studies included a US-based sample of Latinx adolescents, evaluated sexual health intervention by using an experimental or quasiexperimental design, included a behavioral outcome, and were in English.

DATA EXTRACTION

Standardized mean difference (d) and 95% confidence intervals (CIs) were meta-analyzed by using random-effects models.

RESULTS

Effect sizes from 12 studies, sampling 4673 adolescents, were synthesized. Sexual health interventions improved abstinence (d = 0.15, 95% CI: 0.02 to 0.28), condom use (d = 0.44, 95% CI: 0.18 to 0.70), number of sex partners (d = -0.19, 95% CI: -0.37 to -0.001), and sexual health knowledge (d = 0.40, 95% CI: 0.10 to 0.70), compared with control conditions. Effects were consistent across a number of demographic and clinical characteristics, although culturally tailored interventions produced greater change in condom use than nontailored interventions.

LIMITATIONS

There was variation across studies in measures of sexual behavior, and some elements of individual study quality were unclear.

CONCLUSIONS

Sexual health interventions have a small but significant impact on improving safer sexual behavior among Latinx adolescents. Health educators should consider the importance of cultural tailoring to program success.