scholarly journals Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
S. Salehi ◽  
S. A. Berk ◽  
R. Brunelli ◽  
S. Cotner ◽  
C. Creech ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Environments ◽  
Psychological Factors ◽  
Institutional Context ◽  
Psychological Interventions ◽  
Social Psychological ◽  
Undergraduate Biology ◽  
Impact Performance

Findings presented here demonstrate that institutional context plays an important role in the mechanisms underlying performance gaps in undergraduate biology and may affect how social psychological interventions impact performance across different learning environments.

Changing Students’ Beliefs About Learning Can Unveil Their Potential

2021 ◽  
Vol 8 (1) ◽  
pp. 84-91
Author(s):  
Paul A. O’Keefe ◽  
Hae Yeon Lee ◽  
Patricia Chen
Keyword(s):  
Student Motivation ◽  
Cognitive Factors ◽  
Psychological Interventions ◽  
Social Psychological ◽  
Maladaptive Beliefs ◽  
Beliefs About Learning

Too often, students fall short of their potential. Although structural and cognitive factors can contribute to this underperformance, how students subjectively construe themselves and their educational contexts can also play significant roles. Social-psychological interventions can increase student motivation, resilience, and achievement by altering these construals. To provide general recommendations for their implementation, we focus on interventions that address common student concerns, which stem from maladaptive beliefs that (a) intelligence cannot be improved; (b) some academic topics are uninteresting and personally irrelevant; (c) learning is an unplanned, passive activity; and (d) others think that “people like me” do not have the potential for success. These interventions tend to be relatively brief, easily implemented, highly scalable, and low in cost, time, and labor. Through a partnership of psychological scientists and practitioners, these carefully contextualized, theory-driven interventions can help students achieve their potential.

“If you want to understand something, try to change it”: Social-psychological interventions to cultivate resilience

2015 ◽  
Vol 38 ◽  
Author(s):  
Eddie Brummelman ◽  
Gregory M. Walton
Keyword(s):  
Social Psychology ◽  
Positive Change ◽  
Psychological Interventions ◽  
Social Psychological ◽  
Resilience Mechanisms ◽  
Exciting Development ◽  
Unique Potential

AbstractWe argue that social psychology has unique potential for advancing understanding of resilience. An exciting development that illustrates this is the emergence of social-psychological interventions – brief, stealthy, and psychologically precise interventions – that can yield broad and lasting benefits by targeting key resilience mechanisms. Such interventions provide a causal test of resilience mechanisms and bring about positive change in people's lives.

scholarly journals Social-Psychological Factors of Deviant Behavior of Adolescents

2021 ◽  
Vol 7 (11) ◽  
pp. 302-310
Keyword(s):  
Experimental Work ◽  
Scientific Knowledge ◽  
Psychological Factors ◽  
Deviant Behavior ◽  
Parental Attitudes ◽  
Self Esteem ◽  
Psychological Characteristics ◽  
Social Psychological ◽  
Psychological Determinants ◽  
Behavior Types

The article is devoted to the study of social-psychological factors of deviant behavior in adolescents. The psychological characteristics of adolescence, the phenomenology of deviant behavior, types of deviant behavior are considered. Particular attention is paid to the consideration of the factors of the formation of deviant behavior of minors. The authors note the lack of scientific knowledge about this. Identifying and taking into account such factors will make it possible to individualize the process of psychoprophylactic and corrective activities of a psychologist. Experimental work on the study of the socio-psychological reasons for the deviant behavior of minors is described. The analysis of the research results is presented. The study made it possible to determine the influence of socio-psychological determinants on the formation of deviant behavior in adolescents: personal and characterological characteristics, character accentuations, peculiarities of adolescent self-esteem, types of family upbringing, characteristics of parental attitudes. All this will allow in the future to develop programs of psychological prevention of deviant behavior in adolescents, taking into account their characteristics and family upbringing.

scholarly journals Student Preferences within a Holistic Blended Learning Environment

2019 ◽  
pp. 276-290
Author(s):  
Bernice Beukes ◽  
Karin Barac ◽  
Lynette Nagel
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Mixed Method ◽  
Student Preferences ◽  
Performance Levels ◽  
Residential University ◽  
The Subject ◽  
Method Approach

Extant research shows that blended learning environments are widely accepted by students mainly because of the flexibility it offers. However, there is very little research that focuses on students’ preferences within a holistic blended learning environment and the contribution that a component makes to the learning of the subject matter, especially in large class settings. The purpose of this study is to investigate students’ perceptions of blended learning components in a holistic blended learning environment and whether these perceptions vary for students with different academic performance levels. A mixed method approach was used in this study performed at a residential university in South Africa and the results indicate that auditing students do have a clear preference for specific components within the environment and significant differences exist between the preferences of different academic performance levels. Such insights allow lecturers to adjust the resources and focus of the different components implemented in a blended learning environment.

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

scholarly journals Sex in Stencil Novels Case Study: Readers' Reception of Enny Arrow's Stencil Novel in Surakarta

2021 ◽  
Vol 04 (01) ◽  
Author(s):  
Ariska Puspita Anggraini ◽  
Keyword(s):  
Data Analysis ◽  
Psychological Factors ◽  
Reception Theory ◽  
The Novel ◽  
Social Psychological ◽  
Modern Humans ◽  
Erotic Literature ◽  
Before And After ◽  
New Perspective

The phenomenon of sex has always been novel in every era. In Indonesia, for example, Enny Arrow’s stencil novel has been circulating, which has been named as a legend of Indonesian erotic literature. Along with the development of technology, the existence of stencil novels was replaced by DVDs or VCDs, which then continued with the emergence of various sites providing access to pornography. This difference in phenomena certainly makes the meaning of sex for each individual different. This research will analyze the meaning of sex in the stencil novel by Enny Arrow in the eyes of millennial men. The data analysis will focus on social psychological factors using Normand Holland’s literary reception theory. From the data analysis, it can be concluded that there are different views on sexual relations before and after reading the novel. This research is expected to provide a new perspective on the picture of sexuality for modern humans.

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