Polygenic scores for educational attainment and related variables, such as IQ and “mathematical ability” are now readily available via direct-to-consumer genetic testing companies. Some researchers are even proposing the use of genetic tests in educational settings via “precision education,” in which individualized student education plans would be tailored to polygenic scores. The potential psychosocial

There is a heated debate about the efficacy of growth mindsets in predicting achievement and other key learning-related outcomes with some studies supporting and others failing to find evidence of growth mindset’s adaptive effects. Moreover, past studies on mindsets have mostly examined it as a psychological variable with little attention to how it interacts with socioeconomic status (SES). This study

While substantial research has shown the relationship between earlier mathematics coursetaking and later mathematics achievement, recent research suggests that mathematics motivation is an important predictor of grade 12 mathematics achievement as well. The current study extends this research by examining the role of mathematics identity at grade 11 for grade 12 mathematics achievement, and whether

Adolescents’ peer networks are integral part of their lives in school. In South Korea, where the demographics of adolescent population is rapidly changing with a growing influx of immigrants, providing opportunities for quality education for adolescents from immigrant and/or interracial families (called damnuhwa families in South Korea) has been one of the major social challenges. We examine those

This study uses a subsample from the National Longitudinal Study of Adolescent to Adult Health to examine protective factors for lower-income, first-generation students. A logistic regression model is used to explore the impacts of (1) gender, (2) race, (3) perceived sense of belonging during middle or high school, and 4) protective adult relationships on this population’s probability of attending

Consistently in achievement goal research, pursuing performance-avoidance goals has been associated with a decrease in achievement. Less is known to what extent this effect depends on the reasons underlying these goals’ endorsement. The present research uses a social value approach to assess how do performance-avoidance goals’ effects on achievement depend on the reasons anchored in social utility

The present study contributes to a vast body of empirical research on the importance of the sense of justice in education. It examines the mediating role of perceived injustice (grades and lecturer-student relations) in ethnic/racial differences concerning trust and identification. The focus is on an ethnically and racially mixed higher-education institution in Israel which provides a venue for the

This longitudinal, quantitative survey examined factors predicting 1077 Norwegian adolescents` emotional problems during Upper Secondary School (grades I–III, approximately 16–19 years old) considering the following research question: “To what extent do students in Upper Secondary School experience emotional problems, and how are these problems predicted by gender, academic/social self-concept, coping

Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility

A correction to this paper has been published: https://doi.org/10.1007/s11218-021-09628-9

Higher education increases the likelihood of a healthy and successful life. This study investigated the association between relative deprivation and aspiration for college education in adolescents in Japan. The data of the 2016 survey of the Longitudinal Survey of Newborns in the twenty-first Century, a nationwide birth cohort study following infants born in Japan in 2001, was analyzed (the participants

Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In contrast to previous studies, which focussed on the consequences

Although previous literature indicates that parents and siblings each provide key support for Latinx adolescents’ academic success, most studies have not considered how parents and siblings work as a system to support adolescents in science. Informed by theories on family systems and family influence on youth’s achievement and education, this study aimed to (a) identify what Latinx adolescents believed

Dropout from upper secondary education is a persistent educational problem, particularly among first-generation immigrant youth. This study examined factors associated with intentions to dropout to gain further insight into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants)

Teachers are often at the forefront of efforts to help students struggling socially at school and their support may be particularly critical during the early adolescent developmental period after youth transition to middle school when social concerns become increasingly salient to students. Given their daily interactions with students, teachers have the unique opportunity to observe students’ day-to-day

Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering

This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to structure schoolwork at school and at home were associated with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an Internet-based questionnaire during school hours. Structural

The aim of the current study was to extend knowledge of occupational commitment by examining predictors at the teacher- and school-level. Several job resources hypothesized to be positively associated with occupational commitment were examined: helpful feedback, input in decision-making, teacher collaboration, and principal discipline support. The moderating role of disruptive student behavior (which

Although many studies have examined gender and racial discrepancies in STEM participation, few have considered variation in the gendered construction of STEM across racial spaces. We applied a cultural psychological perspective to investigate whether variation in conceptions of gender identity across African American and European American settings resonates with variation in gendered constructions

During the northern hemisphere Winter 2020 academic term, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change provided a unique opportunity to examine students’ motivation, engagement and perceptions of success and cheating under two learning conditions, namely traditional and remote. We used a single survey to collect retrospective self-report

Self-esteem plays a decisive role for students in achievement situations. However, it is still unclear how different self-esteem facets and their interactions influence academic achievement and which psychological mechanisms mediate these relationships. In Study 1, we investigated self-handicapping and effort-management as mediators of the effects of self-esteem facets on academic Study 2 achievement

Critical consciousness (CC) has been linked to academic and civic engagement for students from marginalized backgrounds, but little work has examined CC for students from more privileged groups. In addition, research indicates that school characteristics may promote the development of CC, but this literature has yet to be fully developed. Specifically, research on school climate has focused primarily

This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally

This study investigates young people’s awareness of gender differences in achievement and their reversal between educational and occupational contexts. Girls are generally more academically successful than boys but men still enjoy a superior position in the professional world. The present study therefore aimed to determine whether students were aware of a reversal in gender gap, and to explore whether

We examined the relationships between teachers’ communication styles and students’ perceptions of the classroom goal structure. Within the context of high school health classes focused on teaching about HIV/STD/pregnancy prevention, we surveyed 456 students about their teachers’ immediacy behaviors, efforts to make course content relevant, and their perceptions of the classroom goal structure. We found

In this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals

Despite the massification of higher education, social inequality in higher education outcomes still persists. It is known that secondary schools’ socioeconomic composition is at least partly responsible for this social inequality. Nevertheless, the mechanisms by which socioeconomic composition affects higher education enrollment are still poorly understood. Based on the attribution theory, this study

In the field of education, teachers are sentries for maintaining proper decorum, upholding school policies, and maintaining a social justice classroom, free of adversarial behaviors. While the premise of proper social and academic student engagement is expected, teachers are not always aware of or able to respond to inappropriate social interactions. This qualitative study using a narrative inquiry

In a pair of studies, the present research examined mindfulness as a mediator through which perceived support for the basic psychological needs of autonomy and competence facilitate adaptive outcomes in a university classroom setting. In Study 1 (N = 199), dispositional mindfulness mediated the relation between perceived support for autonomy and competence in daily life and generalized test anxiety

In accordance with the Self-Determination Theory, the interpersonal behavior of others can support or thwart the basic psychological needs and influence the well-being of students. Furthermore, several studies have shown that problematic internet use has a negative influence on the academic field. However, no studies have investigated the impact of need-supportive and need-thwarting interpersonal behaviors

This study explored the content and nature of teachers’ knowledge and perceptions of their students. The knowledge and perceptions of seven Dutch secondary school teachers regarding the same 33 students in one second-year school class were studied. Each teacher was invited to tell (in 60 s per student) how he/she perceived and what he/she knew about, each individual student. Interview data were analysed

This study examines, through the lens of gender, whether engagement in sports, self-efficacy and grade level affect academic achievements of adolescents. The study comprised 491 10th–12th grade students—218 males and 273 females; 170 participated in competitive sports, 185 participated in non-competitive sports, and 136 were not involved in sports. We found in both genders a significant positive link

Underrepresented racial minority college students attending predominantly White institutions disproportionately experience school-based racial/ethnic microaggressions, which can impede college satisfaction and college graduation rates. This study examines the longitudinal implications of school-based racial/ethnic microaggressions on college attitudes (e.g., college satisfaction and graduation expectations)

This study examined the relationships between students’ perceptions of teacher support, the social classroom environment, school loneliness, and possible gender differences among 2099 first year upper secondary school students in Norway. Data were collected in the fall (t1) and spring (t2) of the school year. Results from structural equation modelling (SEM) analyses showed that perceived emotional

This study identified the patterns of motivation (i.e., the motivation profiles) that reflect the interrelationships among expectancies of success, utility value beliefs, and perceptions of cost pertaining to an important school domain, namely mathematics. In addition, this research investigated similarities/differences among these profiles with regard to a set of eight motivation and communication

Research indicates that educational stratification may lead to a lower-track school culture of futility and a less academically-oriented culture among lower-track teachers, leading to both reduced study involvement and lower educational achievement among their students. This study investigated whether an anti-school culture in the lower tracks [in this study, in technical secondary education (TSE;

The current study investigated the relationships between bonding social capital, perceptions of justice, and well-being (i.e. the level of depressive symptoms endorsed) in middle and high school students. Previous research has found personal belief in a just world (BJW) and bonding social capital to be associated with positive student well-being outcomes; however, prior research has not yet examined

We examined if an adapted version of a brief social psychological intervention following a multi-threat framework can enhance the mental task performance of female college students under stereotype threat. In experiment 1, under self-as-target stereotype threat, as expected, students who were exposed to the self-affirmation intervention had the highest task performance. However, under group-as-target

School satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme

The purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment

Racial bias and racism present widespread challenges in educational settings. Children may experience and/or witness racial bias or racism at school and the impacts are pervasive. Despite this knowledge, there is a paucity of research examining these issues in primary school contexts. A scoping review and thematic analysis examining racial bias and racism within Australian primary school contexts yielded

This scoping literature review examines the relationship between ICT and performance scores in mathematics and science for students around the world included in the PISA assessment. In this review we examined 25 publications and showed that the relationship between ICT and academic achievement is not consistent. The different types of ICT revealed different relationships with performance, depending

With this study we examined with a sample of N = 102 primary-school teachers whether their use of information about students’ achievement development for placement recommendations depended on student ethnicity. We applied student vignettes to mimic real students, and orthogonally varied student ethnicity, their GPA development, suggested by their last two school reports in primary school, and their

In American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely

There is an achievement gap between students of different ethnic groups. An important alterable contributor to academic achievement is teacher expectations—the beliefs teachers hold about their students’ academic capabilities. Teacher expectations affect students’ academic performance—high expectations are associated with higher academic performance and low expectations are associated with lower academic

Few studies have examined the role of Black racial identity as a moderator of the relation between perceived discrimination and educational attainment among Black U.S. adults. We explored this question in a sample of 370 self-identified Black adults from the Northeastern U.S. Due to the existing literature demonstrating the benefits of a positive Black racial identity, we hypothesized that centrality

The concept of inclusion is based on the assumption that integrating students with SEN into regular (mainstream) classes would enhance students’ performance due to a more stimulating and demanding environment. However, research investigating the effects of inclusive education on students’ academic self-concepts has been scarce. For this reason, the present study aimed to examine the specific relationships

The purpose of this study was to explore associations between school principals’ self-efficacy for instructional leadership, their perceptions of work-related demands and resources, emotional exhaustion, job satisfaction, and motivation to leave the principal position (quit). Four hundred and forty-seven principals in elementary school and high school participated in a survey study. Data were analyzed

The present research aims at testing the effects of the mixed debate in a classroom situation on reducing the stereotype threat according to which girls perform less well than boys in mathematics. Our work is based on studies conducted on stereotype threat (Steele and Aronson in J Person Soc Psychol 69:797–811. https://doi.org/10.1037//0022-3514.69.5.797, 1995), as well as those aiming to reduce the

Overestimation and underestimation of students’ own competence result from social comparison in the classroom. There is some evidence that secondary school students compare their results with those of one or two same-sex others who perform slightly better than themselves. The first objective of this study was to replicate these findings among younger students (9–11 years old) in mathematics and language

Considerable evidence shows that cell phone use (CPU) is detrimental to students’ academic achievement. However, researchers have yet to consider whether or not perceived academic control (PAC) and anxiety can mediate this effect. In this two-semester study, we examined the role of PAC and learning-related anxiety in affecting the relationship between students’ daily CPU and their final grades in a

Many students pursuing post-secondary education will experience the imposter phenomenon at some point in their academic career. The imposter phenomenon can lead to anxiety, self-doubt, and self-handicapping strategies that can impair academic success for students. Self-presentation strategies can be adaptive in the competitive and evaluative environment that is education in the U.S., but not all students

The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial stress is the threat of well-being when one is unprepared to negotiate a race-related interpersonal encounter. Currently, there exist no measures on racial stress, socialization, and coping for teachers of African American and Latino students

The current study assessed the impact of three brief interventions aimed at influencing implicit gender bias in Science, Technology, Engineering and Math (STEM) fields. The reduction of this bias is a key consideration as it remains a major barrier to gender equality in STEM. The interventions (psychoeducation, exposure to positive counter-stereotypical exemplars and perspective-taking) were compared

Teacher expectation models have theorized that expectations are likely to affect student socio-psychological as well as academic outcomes. Effects on socio-psychological outcomes, however, have been less frequently studied. Further, ways in which teacher class-level over- or underestimation of students can contribute to relations with student beliefs have been seldom investigated. In a longitudinal

Past studies that explored the antecedents of achievement goals have mostly focused on the role of personal characteristics and parental/teacher influences. However, the role of one’s classmates has not been given much attention. Drawing on the concept of goal contagion, the present study aimed to examine whether classmates’ achievement goals influence one’s achievement goals. We recruited 848 secondary

We studied the role of the valence of female teachers’ perceptions in predicting various student outcomes. Using a prospective design, at the beginning of Grade 5 (T1), we assessed evaluations by 43 female teachers of either mathematics or German, belonging to 22 secondary schools in Germany. We combined a qualitative measurement by using an open-ended question, with a quantitative data analysis. At

The purpose of this study is to determine the factors relating to school dropout from the perspective of dropout students, their teachers, and their parents. It also explores students' experiences after school dropout. To this end, in this qualitative study, five young adults who dropped out of middle or high school and their parents and teachers were interviewed. The study found the factors related

In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation

Students training for people-oriented careers, such as medicine and teaching, experience disproportionately high levels of burnout before entering the workforce. This is problematic because burnout is associated with negative outcomes such as unprofessionalism, low self-efficacy, and early career departure. The purpose of this research was to compare medical students’ and pre-service teachers’ achievement