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Li T, Wang Z, Merrin GJ, Wan S, Bi K, Quintero M, Song S. The Joint Operations of Teacher-Student and Peer Relationships on Classroom Engagement among Low-Achieving Elementary Students: A Longitudinal Multilevel Study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2024; 77:102258. [PMID: 38463698 PMCID: PMC10922620 DOI: 10.1016/j.cedpsych.2024.102258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2024]
Abstract
Although both teacher-student relationship (TSR) and peer relationship (PR) have been found important for the development of students' classroom engagement, little research has been done regarding the joint operations of these two factors. Guided by a developmental systems framework, this study examined longitudinal between-person and within-person associations between TSR/ PR and classroom engagement in a sample of 784 low-achieving students in the first three years of elementary school. A multidimensional approach was used to distinguish positive and negative dimensions of TSR, as well as peer liking and disliking. At the between-person level, results showed that students' classroom engagement was positively predicted by positive TSR and PR liking and was negatively predicted by negative TSR and PR disliking. Both positive and negative TSR interacted with PR disliking at the between-person level, such that the associations between positive/negative TSR and classroom engagement were stronger for students with lower levels of PR disliking. At the within-person level, changes in classroom engagement were associated with contemporaneous year-to-year changes in positive/negative TSR and PR disliking. No within-person level interaction effects were found. Cross-level interaction showed that the effects of within-person negative TSR on classroom engagement were stronger for students with lower overall levels of PR disliking. Findings highlighted the importance of using a multilevel multidimensional approach to understand the joint operations of TSR and PR in the development of classroom engagement in low-achieving students in early elementary school.
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Affiliation(s)
- Tianyu Li
- Department of Psychological Science and Counseling, Austin Peay State University, Clarksville, TN, USA
| | - Zhe Wang
- Department of Educational Psychology, Texas A&M University, TX, USA
| | - Gabriel J. Merrin
- Department of Human Development and Family Science, Syracuse University, Syracuse, NY, USA
| | - Sirui Wan
- Department of Psychology, University of Wisconsin-Madison, WI, USA
| | - Kaiwen Bi
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, China
| | | | - Seowon Song
- Department of Human Development and Family Sciences, Texas Tech University, TX, USA
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Dong A, Jong MSY, King RB. How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking. Front Psychol 2020; 11:591203. [PMID: 33192933 PMCID: PMC7658369 DOI: 10.3389/fpsyg.2020.591203] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Accepted: 10/09/2020] [Indexed: 11/13/2022] Open
Abstract
Research on learning engagement and cognitive load theory have proceeded in parallel with little cross-over of ideas. The aim of this research was to test an integrative model that examines how prior knowledge influences learning engagement via cognitive load and help-seeking strategies. A sample of 356 students from two middle schools in the north of China participated in the study. Analyses using structural equation modeling revealed that prior knowledge was positively associated with learning engagement, and that this relationship was mediated by cognitive load and instrumental help-seeking. Cognitive load also mediated the impact of prior knowledge on instrumental help-seeking, executive help-seeking and avoidance of help-seeking. The study shows that students with more prior knowledge and lower cognitive load are able to exercise higher levels of instrumental help-seeking, leading to good quality learning engagement. On the other hand, students with less prior knowledge and higher cognitive load are less able to engage in instrumental help-seeking, leading to lower engagement. Based on the research findings, recommendations for how teachers can improve learning engagement through decreasing cognitive load are discussed.
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Affiliation(s)
- Anmei Dong
- School of Teacher Education, Guangdong University of Education, Guangzhou, China
| | | | - Ronnel B King
- Faculty of Education, University of Macau, Macau, China
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Help-Seeking for Eating Pathology Among Collegiate Athletes: Examining Stigma and Perfectionism as Moderating and Mediating Mechanisms. JOURNAL OF CLINICAL SPORT PSYCHOLOGY 2020. [DOI: 10.1123/jcsp.2018-0098] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Despite elevated risk of eating pathology (EP) among athletes, utilization of EP-treatment among athletes is low. Factors that may inhibit EP-help-seeking among athletes include perceived social stigma, self-stigma, and perfectionism. Heightened stigma associated with EP and sport climates may be exacerbated by negative perfectionism characteristic of athletes and decrease intentions to seek help for EP. We tested the following moderated-mediation model among a sample of collegiate athletes (N = 201) via online questionnaires: EP indirectly relates to EP help-seeking intentions through perceived and self-stigma and these relations are conditional on negative perfectionism. EP help-seeking intentions were negatively associated with EP severity, stigma, and negative perfectionism. EP was related to eating-specific help-seeking intentions through perceived social stigma, influencing self-stigma, but this was not moderated by negative perfectionism. Targeting mental-health treatment stigma among athletes may reduce risk of untreated EP among collegiate athletes.
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Shim S, Cho Y, Knapke M. Perils of perfectionistic concerns among teachers. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22384] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Affiliation(s)
- Serena Shim
- Department of Educational PsychologyBall State University Muncie Indiana
| | - YoonJung Cho
- Department of EducationSungshin Women's University Seoul South Korea
| | - Melissa Knapke
- Department of Educational PsychologyBall State University Muncie Indiana
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Dang SS, Quesnel DA, Hewitt PL, Flett GL, Deng X. Perfectionistic traits and self-presentation are associated with negative attitudes and concerns about seeking professional psychological help. Clin Psychol Psychother 2020; 27:621-629. [PMID: 32222088 DOI: 10.1002/cpp.2450] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2019] [Revised: 03/18/2020] [Accepted: 03/18/2020] [Indexed: 11/09/2022]
Abstract
Numerous factors influence whether an individual is able and willing to seek professional help for psychological difficulties. One of these may be perfectionism, a multidimensional personality construct that has been linked to poor psychological adjustment. The current study investigated whether perfectionism traits and self-presentational facets were associated with negative help-seeking attitudes and concerns about psychotherapy. Samples of university (N = 299) and community (N = 77) men and women completed the Multidimensional Perfectionism Scale, Perfectionistic Self-Presentation Scale, Attitudes Towards Seeking Professional Help Scale, and Thoughts About Psychotherapy Survey. Various components of perfectionism were associated with both negative help-seeking attitudes and concerns about psychotherapy. The findings suggest that perfectionistic behaviour may be an important dispositional factor that interferes with seeking and obtaining help for psychological difficulties. Theoretical and clinical implications are discussed.
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Affiliation(s)
- Silvain S Dang
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Danika A Quesnel
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Paul L Hewitt
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Gordon L Flett
- Department of Psychology, York University, Toronto, Ontario, Canada
| | - Xiaolei Deng
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
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Stricker J, Schneider M, Preckel F. School satisfaction differentially predicts multidimensional perfectionism one year later. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.02.014] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Parker JS, Shum KZ, Suldo SM, Shaunessy‐Dedrick E, Ferron J, Dedrick RF. Predictors of adaptive help seeking across ninth‐grade students enrolled in Advanced Placement and International Baccalaureate courses. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22223] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Janise S. Parker
- School Psychology & Counselor Education Department, School of Education, William & MaryWilliamsburg Virginia
| | - Kai Zhuang Shum
- Department of Educational and Psychological Studies, College of Education, University of South FloridaTampa Florida
| | - Shannon M. Suldo
- Department of Educational and Psychological Studies, College of Education, University of South FloridaTampa Florida
| | | | - John Ferron
- Department of Educational and Psychological Studies, College of Education, University of South FloridaTampa Florida
| | - Robert F. Dedrick
- Department of Educational and Psychological Studies, College of Education, University of South FloridaTampa Florida
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Kljajic K, Gaudreau P, Franche V. An investigation of the 2 × 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.06.004] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Closson LM, Boutilier RR. Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.04.010] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Transactional Relations between Motivational Beliefs and Help Seeking from Teachers and Peers across Adolescence. J Youth Adolesc 2016; 46:1743-1757. [DOI: 10.1007/s10964-016-0623-y] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2016] [Accepted: 12/03/2016] [Indexed: 10/20/2022]
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