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N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates
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| 4 |
Improving Diabetes Health Literacy by Animation.
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In: The Diabetes educator, vol 40, iss 3 (2014)
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Employed Graduate Student Mothers: The Benefits, Challenges, and Perspectives of Women Fulfilling Student, Family, and Worker Roles
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In: DuBransky, Tanisha. (2014). Employed Graduate Student Mothers: The Benefits, Challenges, and Perspectives of Women Fulfilling Student, Family, and Worker Roles. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/2tk4g64t (2014)
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Social class and academic achievement in college: the interplay of rejection sensitivity and entity beliefs.
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In: Journal of personality and social psychology, vol 107, iss 1 (2014)
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Abstract:
Undergraduates, especially those from lower income backgrounds, may perceive their social class background as different or disadvantaged relative to that of peers and worry about negative social treatment. We hypothesized that concerns about discrimination based on one's social class (i.e., class-based rejection sensitivity or RS-class) would be damaging to undergraduates' achievement outcomes particularly among entity theorists, who perceive their personal characteristics as fixed. We reasoned that a perceived capacity for personal growth and change, characteristic of incremental theorists, would make the pursuit of a college degree and upward mobility seem more worthwhile and attainable. We found evidence across 3 studies that dispositionally held and experimentally primed entity (vs. incremental) beliefs predicted college academic performance as a function of RS-class. Studies 1a and 1b documented that high levels of both entity beliefs and RS-class predicted lower self-reported and official grades, respectively, among undergraduates from socioeconomically diverse backgrounds. In Study 2, high entity beliefs and RS-class at matriculation predicted decreased year-end official grades among lower class Latino students. Study 3 established the causal relationship of entity (vs. incremental) beliefs on academic test performance as a function of RS-class. We observed worse test performance with higher RS-class levels following an entity (vs. incremental) prime, an effect driven by lower income students. Findings from a 4th study suggest that entity theorists with RS-class concerns tend to believe less in upward mobility and, following academic setbacks, are prone to personal attributions of failure, as well as hopelessness. Implications for education and intervention are discussed.
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Keyword:
academic achievement; Achievement; Adult; Attitude; Cognitive Sciences; Educational Measurement; entity versus incremental implicit theories; Female; higher education; Humans; Male; Marketing; Psychology; Rejection (Psychology); rejection sensitivity; Social Class; Social Psychology; Students; Universities; Young Adult
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URL: https://escholarship.org/uc/item/6jb4k73v
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Lire en maternelle : la lecture avant que de savoir lire
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In: ISSN: 0755-7817 ; EISSN: 2263-5947 ; Repères : Recherches en didactique du français langue maternelle ; https://hal.archives-ouvertes.fr/hal-01115688 ; Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2014, Lire en maternelle : la lecture avant que de savoir lire (50), pp.7-13 ; ife.ens-lyon.fr/editions/revues/reperes (2014)
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THE RELATIONSHIP BETWEEN ONLINE COLLEGE STUDENTS ’ LEARNING STYLE AND RESPONSE TO LITERATURE
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In: http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article%3D1987%26context%3Ddoctoral (2014)
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The relationship between motivational variables, anxiety, exposure to English, and language learning strategies among adult ESL learners ...
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The building and maintaining of student enrollment in an intensive English program: A program evaluation ...
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Poverty, community -based learning and empowerment: A case study of Thai government and NGO efforts to promote sustainable development and cope with mass migration in northern Thailand ...
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Kealing, Jeffrey. - : University of Southern California Digital Library (USC.DL), 2014
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Learning about and learning at work: Transnational social network and gender dynamics in adult learning ...
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Monkman, Karen L.. - : University of Southern California Digital Library (USC.DL), 2014
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Circle as pedagogy: Aboriginal tradition enacted in a university classroom.
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Editorial. ["Ästhetische Erziehung" im Digitalzeitalter] ...
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Tracing Transnational Identities of North Korean Refugee English Learners in South Korea
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1408694083 (2014)
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Better Writers or Better Writing? A Qualitative Study of Second Language Writers' Experiences in a University Writing Center
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1398789858 (2014)
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Using the iPad in Language Learning: Perceptions of College Students
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396575108 (2014)
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Relative distance and the use of `this’ and `that’ and possible deictic response
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418417619 (2014)
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Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types ...
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