Self-Perceptions as Mechanisms of Achievement Inequality: Evidence Across 70 Countries

Hofer, Sarah; Heine, Jörg-Henrik; Besharati, Sahba; Yip, Jason; Reinhold, Frank; Brummelman, Eddie

doi:10.21203/rs.3.rs-2534957/v1

Cited by 3 publications

(3 citation statements)

References 76 publications

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“…Nonetheless, socio-emotional needs might vary widely across settings, before, during and after the pandemic. As a leading example 33 , document that the relationship between children’s self-perceptions (an important component of mental models encompassed by the broad category of socio-emotional skills) and reading achievement in the 2021 PISA varies significantly across countries with high and low social mobility. More broadly 34 , document that culture and social structure deeply influence the extent to which people are able and willing to regulate their emotions and self-interest in the context of cooperation and reciprocity games.…”

Section: Discussionmentioning

confidence: 99%

Neglecting students’ socio-emotional skills magnified learning losses during the pandemic

Lichand,

Christen,

Egeraat

2024

npj Sci. Learn.

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Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills—such as their ability to self-regulate emotions, their mental models, motivation, and grit—during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18,256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.

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Section: Discussionmentioning

confidence: 99%

Neglecting students’ socio-emotional skills magnified learning losses during the pandemic

Lichand,

Christen,

Egeraat

2024

npj Sci. Learn.

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“…In almost every country, children from lower SES backgrounds held more of a fixed mindset, and those who held more of a fixed mindset performed worse academically (OECD, 2021). Critically, mindsets mediated the SES–academic achievement association (Hofer et al, 2023). To date, no research has examined whether mindsets mediate this association in preschool or primary school.…”

Section: Socioeconomic Disparities In Children’s Self-viewsmentioning

confidence: 99%

“…To be sure, our claim is not that self-views are the only or most significant mechanism of achievement inequality. Indeed, self-views only partly explain achievement inequality (Hofer et al, 2023). Rather, our claim is that self-views are one plausible (and often overlooked) mechanism.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Unequal selves in the classroom: Nature, origins, and consequences of socioeconomic disparities in children’s self-views.

Brummelman,

Sedikides

2023

Developmental Psychology

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Children from low socioeconomic status (SES) backgrounds often have more negative self-views than their peers. How are these self-views shaped by teacher-student interactions in the classroom, and what are the consequences of these self-views for achievement inequality? We present a developmental framework addressing these questions by bridging insights from the psychological, educational, and sociological literatures. We show that children from low-SES backgrounds perceive themselves as less intelligent, less able to grow their intelligence, less deserving, and less worthy, independent of their actual abilities and achievements. We demonstrate how negative intellectual stereotypes-expressed through daily interactions with teachers in classrooms, such as teachers' expectations, feedback, and attention-undercut the self-views of children from low-SES backgrounds. We also show how this process can be exacerbated by institutional and cultural values reflecting a belief in meritocracy (e.g., schools that encourage competition, emphasize raw ability, and attribute achievement inequality to intrinsic factors), which are common in countries with high income inequality and rigid between-school tracking. The ensuing more negative self-views introduce psychological barriers that undermine the academic achievement of children from low-SES backgrounds, thereby reinforcing achievement inequality. This represents an enormous loss of potential and perpetuates harm into adulthood. Socioeconomic disparities in self-views can emerge early in life and widen with age, underlining the need for developmental research and timely intervention. We discuss implications for studying the nature, origins, and consequences of socioeconomic disparities in self-views, and for designing interventions to reduce achievement inequality. Public Significance StatementChildren from low socioeconomic status (SES) backgrounds often have more negative self-views than their peers. How are these self-views shaped by teacher-student interactions, and how do these selfviews affect academic achievement? We show that these self-views emerge, in part, because children from low-SES backgrounds are exposed to denigrating messages about their ability, even when their achievements and abilities are equal to those of their peers. Their self-views, in turn, undermine academic achievement, reinforcing achievement inequality.

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Contents and Organization Aspects of Preparing Future Elementary School Teachers for Professional Creative Activities

AKHMETSAPA,

UZUNBOYLU,

ZHOLTAYEVA

et al. 2024

Pedagogy and Psychology

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This article is dedicated to the issues of improving the professional training of future elementary school teachers. The article justifies the relevance of developing the creative abilities of younger students and preparing future elementary school teachers for professional creative activity. To determine the organizational and substantive aspects of preparing future primary school teachers for professional and creative activity, a survey was conducted among 114 teachers, including 93 teachers of grades 1-4 and 21 teachers of preschool education. The results of a search and analytical work are presented. The authors considered the methodological approaches that underlie the preparation of future teachers, the structure and content of the preparation of future elementary school teachers, as well as the conditions and organizational-content aspects of preparing future elementary school teachers for professional-creative activity, which include interdisciplinary interaction and integration of disciplines within the educational program.

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Self-Perceptions as Mechanisms of Achievement Inequality: Evidence Across 70 Countries

Cited by 3 publications

References 76 publications

Neglecting students’ socio-emotional skills magnified learning losses during the pandemic

Neglecting students’ socio-emotional skills magnified learning losses during the pandemic

Unequal selves in the classroom: Nature, origins, and consequences of socioeconomic disparities in children’s self-views.

Contents and Organization Aspects of Preparing Future Elementary School Teachers for Professional Creative Activities

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