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Psych 319 > Schooling > Flashcards

Schooling Flashcards

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1
Q

Schooling: basics

A
  • Children spend more time in school than any other context outside their home
  • Schools impact a child through different levels (ex. Classroom -> school -> school district -> community, country, culture)
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2
Q

Achievement goals

A
  • why students engage in, choose, and persist with learning
  • 2 types: mastery/growth goals and performance goals
  • Most people have a combination of the 2 types of goals – not mutually exclusive
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3
Q

Mastery/growth goals

A
  • Learning for the sake of learning and improving
  • Associated with better outcomes: more engaged in learning, expend more effort, persist for longer, higher self-esteem
  • Don’t necessarily perform better academically (similar grades between mastery goals and performance-approach goals)
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4
Q

Performance Goals

A
  • Learning for the sake of performing well and demonstrating competence
  • Performance-approach goals: focused on favourable outcomes (ex. “I want to get an A”)
  • Performance-avoid goals: focused on avoiding negative outcomes (ex. “I want to avoid failing”)
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5
Q

Classroom factors that influence kids

A
  • teacher beliefs (about students and their own efficacy)
  • academic work
  • classroom climate (motivational, management, and teacher-student relationships)
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6
Q

Teacher beliefs: beliefs about students

A
  • Teachers’ expectations for students can influence their performance (“Pygmalion Effect”)
    • ex. “Bloomers” study:
  • – Gave students IQ test, randomly designated certain kids as “bloomers” academically and told the teachers this
  • – Gave students another IQ test at the end of the year -> “bloomers” more likely to have IQ increase (teachers subconsciously treated “bloomers” differently)
    • This effect generalizes to other beliefs – ex. Beliefs about gender and math/science ability
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7
Q

Classroom climate: Academic Work

A
  • What’s being taught in the classroom; what the student is being asked to learn
  • Consideration of global-social realities (whether content represents diverse experiences and minority groups)
    • This benefits not only those in minority groups, but those in majority groups as well
  • Going beyond the basics (reading, writing, arithmetic) to social-emotional learning (SEL)
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8
Q

Social-Emotional Learning (SEL)

A
  • Students who do SEL learning tend to do better academically as well (likely because SEL skills can carry over to academics – ie. Emotional regulation)
  • Ex. Teaching emotional intelligence, conflict resolution, etc.
  • Ex. Roots of Empathy program (bring baby into class 1x/mo, watch baby and talk about baby’s emotions, growth, etc. -> ex. “why is baby crying?”)
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9
Q

Classroom climate: motivational climate

A
  • What goals are emphasized in the classroom - mastery goals or performance goals?
    • Ex. Public feedback/acknowledgement, rewarding correct answers (performance goals)
    • Ex. Report cards with grades for effort, active learning (mastery goals)
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10
Q

Things that emphasize mastery goals

A
  • TARGETS
    • T: Task
    • A: Authority
    • R: Recognition
    • G: Grouping
    • E: Evaluation
    • T: Time
    • S: Social
  • Practices that emphasize mastery goals lead to greater engagement and motivation
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11
Q

TARGETS: Task

A

tasks relevant to student life, challenging, interesting, range of options given

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12
Q

TARGETS: Authority

A

shared authority boosts mastery goals – ie. Collaboration between students and teachers when it comes to evaluation, course content, etc.

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13
Q

TARGETS: Recognition

A

private recognition of good work rather than public; recognition is not based on social comparison – ie. “You did good work because you did good work” not “You did good work because you did better than everyone else”

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14
Q

TARGETS: Grouping

A

works best when they’re heterogenous – not grouped based on intelligence/performance, race, gender, etc.

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15
Q

TARGETS: Evaluation

A

criterion-based – students know what they’re being evaluated on, no public evaluation – ex. Posting grades publicly, includes factors related to effort/achievement

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16
Q

TARGETS: Time

A

flexible pace, self-pacing

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17
Q

TARGETS: Social

A

supportive, fostering interpersonal relationships

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18
Q

school factors

A
  • school goals/motivational climate
  • ability/academic tracking
  • school size
  • school start/stop time
  • school year
  • public vs. private school
  • extracurriculars
19
Q

school goals/motivational climate

A
  • What goals are emphasized by the school?
    • Performance goals:
  • – Public honour rolls
  • – Assemblies/ceremonies recognizing top grades
  • – Class rankings on report cards
  • Mastery goals:
  • – Recognition for effort/improvement
  • – Recognition for different abilities (ie. Effort, persistence, improvement)
  • – Diverse curriculum offerings (choosing what you want to take makes it more meaningful)
  • better student outcomes (ie. well-being, less misconduct) for mastery goal schools
20
Q

ability/academic tracking: what is it?

A

Students separated into different classes based on ability level (ex. High-level vs. Middle-level vs. Low-level)

21
Q

ability tracking: why do schools do it?

A
  • Promoting better student-environment fit -> can tailor courses better to abilities of students
  • Reduce self-comparison (ie. If you’re bad at math and in a class where lots of people are great at it, you’ll feel worse about yourself)
22
Q

ability tracking: what are the effects?

A
  • Positive effects for high-achieving students; negative effects for low-achieving students
    • Students in high-levels know they have high ability and feel better about themselves (and vice versa)
    • Less experienced teachers tend to teach low-level courses
    • Peer influence (students in low-level courses who are surrounded by others who aren’t succeeding in school may not be motivated to do well or care about school)
    • Better opportunities offered to high level students
23
Q

what makes a good school?

A
  • Emphasizes intellectual activities
  • Committed, trained teachers who are given autonomy
  • Active participation from students
  • Well integrated into the community
24
Q

school size

A
  • Research suggests that school size is a more important factor than classroom size
  • Smaller schools -> better outcomes
    • K-8: <400 students
    • 9-12: 600-900
25
Q

school start/stop time

A
  • Sleep cycle shifts during adolescence (~2 hours later)
  • Developmental mismatch with elementary vs. secondary schools (high school starts earlier in the morning than elementary)
  • Research shows that when schools start later, students do better on tests
26
Q

school year

A
  • Traditional school year with summer break reflects agricultural heritage
  • Decrease in academic performance/IQ over summer break
    • More so for low-income families (can’t afford to provide enriching experiences during summer)
  • Some schools are moving to a Year-Round or “Balanced” calendar (6 weeks on, 2 weeks off rather than big chunks of breaks)
27
Q

public vs. private school

A
  • Overall, research shows an advantage for private schools
    • But this is confounded with SES, school size, etc.
  • Religious schools associated with better academic achievement and school conduct, even after controlling for SES
    • Particularly beneficial for ethnic minority and low-income students (perhaps due to group cohesiveness, discipline, etc.)
28
Q

school district factor

A
  • decide when transitions between schools happen

- ex. elementary -> middle school -> high school

29
Q

outcomes of middle schools

A
  • Middle school largely does not produce positive outcomes for students
  • Early adolescence is associated with academic/overall decline that is tied to the transition from elementary to middle/junior high school
  • Students who see large decline during transition to middle school are at greater risk for negative outcomes
30
Q

teacher beliefs: beliefs about their own efficacy

A
  • teacher’s expectations for themselves (their own efficacy) can influence student performance
  • teachers with high confidence/efficacy inspire students to have the same)
31
Q

classroom climate: teacher-student relationships

A
  • teachers who trust, care, and respect students and provide them with academic and socio-emotional scaffolding have students with higher-well-being
  • emotional support very important for development
32
Q

classroom climate: classroom management

A
  • orderliness/predictability: students perform and behave better when teachers establish orderly, efficient procedures for monitoring progress, giving feedback, organizing activities, etc.
  • autonomy/control: student independence within structured context important
33
Q

extracurriculars

A
  • schools with extracurriculars are associated with better educational outcomes (ie. higher GPA) and more positive youth development (ie. less impact in delinquent activities) in their students
  • this effect persists even after controlling for class and ability
34
Q

outcomes of different types of schools

A
  • Boarding school: not many differences, slight benefits for actual boarders, SES big confound
  • Homeschool: depends on how structured curriculum is (negative academic outcomes for unstructured curriculum), SES & culture/religion big confounds
  • International school & specialized schools for learning disabilities: no research available
35
Q

why is there a decline associated with middle school?

A
  • May be due to the transition itself, but transitioning to high school only has small decline
  • Main theory: middle schools have bad person-environment fit (what pre-teens need is not what middle schools provide) -> “developmental mismatch”
    • Typical pre-teen changes: want more control, become more focused on what peers think of you, need close adult relationships
    • Typical middle school changes: teacher elicit more control, more focus on performance relative to others (ie. Letter grades, honour roll), teachers not as close to students (because they teach so many)
  • Middle schools emphasize performance goals rather than mastery goals (students who perceive their teachers to care more about performance goals experience worse decline)
  • Changes in teacher beliefs of support vs. Disclipline (higher support in elem, higher disc. In middle)
  • Individual differences
    • Social skills (having friends is puts you at lower risk for decline)
    • Ethnicity (being an ethnic minority puts you at risk for worse decline)
36
Q

community factors

A
  • Resources: Availability of adequate resources largely due to community context
    • School buildings can communicate value of education (ie. Windows, pictures, plants convey more positive school environment)
    • Students in positive buildings show more intrinsic motivation
  • Safety: Does school feel safe or somewhere you might experience violence or threats to safety?
37
Q

country & culture factors

A
  • school attendance
  • importance of education/schooling
  • role of testing
  • use of criticism and praise
  • moral aspect of education
  • ethnicity
38
Q

country & culture factors: school attendance

A
  • Large differences across countries in terms of how many students attend high school
  • ex. ~90% of students in US attend high school, whereas only ~20% of students in Uganda attend high school)
39
Q

country & culture factors: importance of education

A

In some countries, education is prioritized for one gender only

40
Q

country & culture factors: role of testing

A

Canada is very low in terms of standardized testing; Asian countries have many more standardized tests that dictate the schools, universities, and careers you can pursue

41
Q

country & culture factors: use of criticism and praise

A
  • In North America, students respond well to praise and are uncomfortable with criticism
  • In Japan, students respond better to criticism and are uncomfortable receiving praise
42
Q

country & culture factors: moral aspect of education

A

Some cultures see the importance of education more so as the shaping of a good person, not just learning content

43
Q

country & culture factors: ethnicity

A
  • Students’ performance in school varies based on ethnicity
  • Asian students tend to perform highest, white students second-highest, and black & Hispanic students perform lowest
    • True even after controlling for SES
  • The goals students have don’t differ, but the outcomes do
  • if schools are ethnically diverse, students in both majority and minority groups do better
44
Q

Why does performance vary by ethnicity?

A
  • Experiences of discrimination
    • Decline in performance following event of discrimination & reduced belief in payoff of working hard
  • Belief in effort vs. ability
    • Asian students more likely to believe that effort is more important in school; this is associated with better academic achievement
  • Stereotype threat
    • We often live up to stereotypes for our ethnicity

Psych 319 (15 decks)

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