Although research has shown that school context has consequences for intergroup attitudes, few studies have examined the role of teacher qualities, such as teacher support. In addition, previous re ...
We used multilevel factor analyses to investigate the structure of the Teacher as Social Context Questionnaire (TASCQ)-short form—a prominent measure of teacher practices that promote student motivation to learn. Based on Self-Determination Theory (SDT), the TASCQ contains three scales: Autonomy Support, Structure, and Involvement. Few studies have tested the construct validities of these three scales together. Furthermore, the few studies using factor analyses with these constructs’ scales show...
School is often ranked highly among social agents that are central to the development of various citizenship values and norms in younger members of society. In this paper, we examined the impact of ...
#2James Hall(University of Southampton)H-Index: 13
Last. Lucie Cluver(University of Oxford)H-Index: 52
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Background Many adolescents in South Africa are exposed to multiple types of violence, socio-economic disadvantage, and low-quality education: all risk factors for educational outcomes including school delay (grade enrolment below that which is age-appropriate). Supportive teacher–student relationships are known to be associated with improved academic outcomes in high-income contexts. Aims To investigate whether the academic and emotional support provided by teachers can protect against school d...
Last. Dieter Ferring(University of Luxembourg)H-Index: 19
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Abstract Cultural diversity due to immigration has become a key topic in many societies today. The question of how the native population experiences these developments is of prime importance for intercultural relations and sets the base for acculturation of immigrants. Drawing on attachment and multiculturalism research, we supposed here that general and specific feelings of security might be related to more positive attitudes toward cultural diversity, whereas feelings of threat might be relate...
#1Kelly Lynn Mulvey(NCSU: North Carolina State University)H-Index: 17
#2Seçil Gönültaş(NCSU: North Carolina State University)H-Index: 4
Last. Matthew J. Irvin(USC: University of South Carolina)H-Index: 21
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Youth aggression occurs at high rates. Aggressive acts can be curbed through bystander intervention; yet, little is known about school and family factors that predict bystander intervention in response to both aggression and victim retaliation. This research examines school and family factors related to standing up to aggression and intervening before possible retaliation occurs. Participants included 6th and 9th graders (N = 896, 52.8% female), who evaluated how likely they would be to interven...
#2Elle Mae Boag(BCU: Birmingham City University)H-Index: 4
There is a paucity of research that examines prejudice from an attachment theory perspective. Herein we make theoretical links between attachment patterns and levels of prejudice. Perceptions of outgroup threat, which activate the attachment system, are thought to lead to fear and prejudice for those high in attachment anxiety, and to distancing and prejudice for those high in attachment avoidance. We review the literature that examines the associations between attachment patterns and prejudice;...
AbstractSchools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period fo...
Last. Daniel Berry(UMN: University of Minnesota)H-Index: 17
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Abstract The present study examined the role of observed teacher emotional support in children's preferences for cross- over same-ethnic friendships in elementary school classrooms. Grade, gender, and ethnic differences in the relations between teacher emotional support and children's friendship preferences were also examined. Participants were 1227 1st, 3rd, and 5th grade European American and African American students from 80 classrooms and their teachers followed longitudinally for one academ...
Although research has examined the bivariate effects of teacher support, peer acceptance, and engagement, it remains unclear how these key classroom experiences evolve together, especially in late childhood. This study aims to provide a detailed picture of their transactional relations in late childhood. A sample of 586 children (M age = 9.26 years, 47.1% boys) was followed from fourth to sixth grade. Teacher support and engagement were student-reported and peer acceptance was peer-reported. Aut...
Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this ...
Abstract Previous research highlighted that prejudice is already formed in early childhood, reaches a peak in middle childhood, and slightly decreases in late childhood, whereas the development of prejudice in adolescence was mostly unknown. This systematic review with meta-analysis aimed to comprehensively summarize and integrate prior longitudinal research on adolescents’ prejudice to address two main research questions: (a) how does prejudice develop in adolescence? (b) which factors are rela...
Preparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work This article reviews the concept of career-related teacher support (CRTS) and illustrates the different roles that school teachers can have in influencing students' career planning and de...
Although several studies have examined outgroup empathy, the link between trait empathy and outgroup attitudes has been underinvestigated. In the present study this link was investigated among two ...
#1Luca Váradi(ELTE: Eötvös Loránd University)H-Index: 1
#2Ildikó Barna(ELTE: Eötvös Loránd University)H-Index: 1
Last. Renáta Németh(ELTE: Eötvös Loránd University)H-Index: 8
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Ethnic prejudice can lead to exclusion and hinder social integration. Prejudices are formed throughout socialization, and social norms inform individuals about the acceptability of prejudice against certain outgroups. Adolescence is a crucial period for the development of intergroup attitudes and young people are especially prone to follow the norms they perceive in their reference groups. At the same time, the effect of perceived norms on prejudice in school classes has been yet rarely studied....
Last. Xiangping Liu(BNU: Beijing Normal University)H-Index: 10
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The current study aimed to explore the relative role of psychological needs satisfaction and perceived teacher support between mother-child attachment and resilience among impoverished children. Participants consist of 284 Chinese middle school students (49.25% males; Mage = 14.13 years, SD = 1.57) from low-income families who completed a comprehensive questionnaire from the aspects of mother-child attachment, resilience, psychological needs satisfaction and perceived teacher support. Structural...
: Prejudice is one of the major threats to the cohesion of multicultural societies and adolescent years play a key role in its development. How social contexts contribute to adolescent prejudice is, however, not yet well-known. This 3-wave study of Swedish majority adolescents (N = 659; MageT1 = 13.41; MageT3 = 17.33) examined the effects of parents' and peers' attitudes on changes in youth attitudes toward immigrants as well as an interplay between parent, peer, and school context. The results ...
Abstract Research on the role of teachers in bringing about positive interethnic attitudes among their students has largely focused on the norms teachers express about cultural diversity in the classroom without considering teacher's enactment of these norms in their relationships with students. The current study assessed to what extent students' ethnic outgroup attitudes are affected by perceived positive teacher norms about cultural diversity, together with perceived positive teacher-classmate...