Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As a critical institution for promoting and nurturing the adequate development of college students, universities should provide equal opportunities for the growth of students from difference life circumstances. In the current higher education, first-generation college students(neither parent has a college degree) confront additional background-specific obstacles in campus adjustment, academic performance and interpersonal interactions, and they underperformed relative to non-first-generation college students (at least one parent has a college degree). Cultural mismatch theory provides an alternative explanation for the disadvantages of first-generation college students from the perspective of disparate experiences between their interdependent self-values and values of independence typical of higher education. Cultural mismatch theory proposes that one barrier to effectively addressing social class achievement disparities in universities is the unresolved clash between two cultural norms of the individual and institution level. At the individual level, through social contexts such as family, community and school, students from different social class backgrounds develop a cultural model of self that is compatible with their class. Specifically, first-generation students, who are from lower social class backgrounds, are often dominated by an interdependent model of self. In contrast, non-first-generation students, who are from middle-and upper-class backgrounds, are more often dominated by an independent model of self. At the institution level, institutions of higher education are built and organized according to taken for granted, individualistic cultural norms represented by independence, unwritten codes. Given the variation in the models of self that students bring with them to college, and the different cultural norms they afford, students’ cultural norms can either match or mismatch the college environment. Two models (normative well-being model and critical cultural wealth model) were introduced to better understand the effect of cultural mismatch on first-generation college students. By combining these models, we broaden and develop a more comprehensive framework from which to understand first-generation college students’ campus experiences. The framework presented here describes students’ academic performance and psychological well-being using the following four dimensions: individual personality traits, campus cultural tendencies, psychological processes and school-family conflict. These dimensions are collectively may be used as a framework to capture the academic difficulties, self-cognition, and social pressure. Interventions informed by this theory can help first-generation college students to make sense of the source of additional challenges they face, equip them with the right kinds of tools and strategies. Interventions for mitigating social disparities in education are multifaceted and complicated, including both values affirmation intervention and difference education intervention. A common assumption in these interventions is that first-generation college students need psychological resources, including the critical insight that people who have background like theirs deserve to attend college and can thrive there. Values affirmation intervention demonstrates one key process through which motivational education improves individual self-integrity and perception of self-worth, that is, by affirming one’s core values. Difference education intervention provides first-generation college students a contextual theory from the experiences of senior students with similar backgrounds, in this format, it can improve disadvantaged students’ campus fit and academic performance. The theory of cultural mismatch is of great theoretical significance and practical value in promoting the all-round development of university students, mitigating the achievement gap between social classes and improving the equity of current higher education. Several directions (e.g., role of personality factors, the shaping of a multiple self, advocacy for a diverse cultural environment in higher education, self-development in the face of social change, the role of unique cultural attributes) for future research are discussed.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The quality of decision-making in older people decreases with age. In medical decision-making, poor medical decisions in older adults can have a range of adverse effects. Therefore, exploring the influencing factors of the quality of medical decision-making is necessary. Aging stereotypes are closely related to the quality of decision-making. Negative aging stereotypes will have a negative impact on the decision-making of older adults. However, the relationship between aging stereotypes and the quality of medical decision-making has not been fully studied, and the mechanism between the two remains unclear. As an important concept in social cognitive psychology, attribution bias is closely related to aging stereotypes and medical decision-making. When encountering behaviors or phenomena consistent with stereotypes, people are more inclined to attribute such behaviors internally to maintain the stereotypes. Furthermore, attribution bias is an important factor in decision-making, and the attribution bias of the older adults will have a significant impact on their subsequent treatment decisions. Nevertheless, the role of attribution bias in the relationship between aging stereotypes and medical decision-making in older adults remains unknown. Thus, this study attempts to clarify the relationship between aging stereotypes and medical decision-making and reveal the mediating role of attribution bias in the relationship between aging stereotypes and medical decision-making. This study has two experiments. Experiment 1 attempted to explore the relationship between aging stereotypes, attribution bias, and quality of medical decision-making in older adults. Experiment 2 attempted to verify further the relationship between the three by training attribution bias. Seventy-eight older adults (26 males and 52 females) were recruited as participants in Experiment 1. All participants were randomly assigned to the stereotypes threat group or the control group. Attribution bias and the quality of medical decisions in both groups were then measured. Eighty participants (30 males and 50 females) were recruited in Experiment 2. All participants were randomly assigned to the stereotypes threat group or the attribution bias intervention group. First, the aging stereotypes of all participants were activated. Participants in the stereotype threat group completed the same measurement as Experiment 1. Participants in the attribution bias intervention group completed attribution bias measurement and medical decision-making tasks after attribution bias control training. SPSS 25.0 was used for the statistical analysis of the data. Experiment 1 found that the aging stereotypes negatively predicted the quality of medical decisions and increased the internal attribution bias. The internal attribution bias in the stereotype threat group was significantly higher than that in the control group, and the quality of medical decision-making was substantially lower than that in the control group. The study also found that internal attribution bias was mediating in the relationship between aging stereotypes and medical decision quality. Results of Experiment 2 show that the internal attribution bias of participants in the attribution bias intervention group was significantly lower than that in the stereotypes threat group, and the quality of medical decision-making was significantly higher than that in the stereotypes threat group. That is, aging stereotypes negatively affected the quality of medical decisions, and internal attribution played a mediating role between the two. Furthermore, the control training of attribution bias can effectively alleviate the adverse effects of stereotypes in old age. This study enriches the previous research on the influence of stereotypes on decision-making. It has certain practical value for alleviating the negative effect of stereotypes in older adults and improving the quality of individual medical decision-making.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： With the aging situation in China accelerating continuously, learning how to maintain physical and mental health in old age and promote successful aging has become the focus of researchers. As the study on this topic progresses, more and more researchers are realizing that aging is not only a biological decline but also the result of an altered psycho-social structure in the form of aging self-stereotypes. As a prerequisite central process by which aging stereotypes influence individual psychological behaviors and physiological constructions, aging self-stereotypes increase the likelihood that individuals will activate stereotypes of the group to which they belong or identify and engage in stereotype-related behaviors, thereby directly influencing their expectations, goals, and behaviors regarding self-development. Previous research has shown that the “possible future selves” facilitate processes related to the stereotypical self-conceptualization of old age. The “possible future selves” often derive from various areas of the older person’s experiences. As the family gradually becomes the most important place for older adults to socialize, the experiences of emotional support and interaction from family members are likely to influence the expectations of older adults on their “possible future selves” and the internalization of stereotypes as they grow older. However, few studies have focused systematically on the effects of older adults’ affective involvement from family members on aging self-stereotypes. There is also a lack of exploration regarding the dynamic trajectory of the relationship between family affective involvement and aging self-stereotypes in a longitudinal framework. Thus, the present study sought to examine the developmental trajectories of family affective involvement and aging self-stereotypes in older adults and the causal relationship between the two.In this study, a sample of 257 older adults aged over 55 was followed up for one year. The participants were asked to anonymously complete questionnaires. They were assured by the researchers that the study would be conducted purely for research purposes and that participation was voluntary. Latent growth modeling and cross-lagged analysis were used to examine older adults’ initial level of and growth in family affective involvement and aging self-stereotypes, respectively, as well as predict family affective involvement on aging self-stereotypes.Latent growth modeling showed that older adults’ perceptions of affective involvement from family members decreased linearly during the follow-up period while aging self-stereotypes increased linearly. In addition, the initial level of family affective involvement significantly predicted the initial level of and growth in aging self-stereotypes among older adults. Specifically, the lower the initial level of perceived affective involvement of family members, the higher the initial level of aging self-stereotypes in old age. Older adults’ lower initial levels of affective involvement from family members also predicted more rapid growth in aging self-stereotyping. Finally, the rate of decrease in family affective involvement predicted the increases of aging self-stereotypes over time, that is, a steeper decline in the family affective involvement of older adults predicted a steeper increase of aging self-stereotypes. Similarly, cross-lagged analysis showed that family affective involvement negatively predicted aging self-stereotypes after six months.Our findings suggest that developmental trajectories of aging self-stereotypes in older adults are influenced by changes in family affective involvement. This study expands the existing research on family affective involvement and aging self-stereotypes. A better understanding of the causal effects of older adults’ affective involvement from family members on aging self-stereotypes can also help ameliorate intervention programs designed to reduce the internalization of aging stereotypes and improve negative aging self-stereotypes.
Subjects: Psychology >> Social Psychology submitted time 2021-12-03
Abstract： "
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2021-06-23
Abstract： With the aging situation in China accelerating continuously, learning how to maintain physical and mental health in old age and promote successful aging has become the focus of researchers. As the study on this topic progresses, more and more researchers are realizing that aging is not only a biological decline but also the result of an altered psycho-social structure in the form of aging self-stereotypes. As a prerequisite central process by which aging stereotypes influence individual psychological behaviors and physiological constructions, aging self-stereotypes increase the likelihood that individuals will activate stereotypes of the group to which they belong or identify and engage in stereotype-related behaviors, thereby directly influencing their expectations, goals, and behaviors regarding self-development. Previous research has shown that the “possible future selves” facilitate processes related to the stereotypical self-conceptualization of old age. The “possible future selves” often derive from various areas of the older person’s experiences. As the family gradually becomes the most important place for older adults to socialize, the experiences of emotional support and interaction from family members are likely to influence the expectations of older adults on their “possible future selves” and the internalization of stereotypes as they grow older. However, few studies have focused systematically on the effects of older adults’ affective involvement from family members on aging self-stereotypes. There is also a lack of exploration regarding the dynamic trajectory of the relationship between family affective involvement and aging self-stereotypes in a longitudinal framework. Thus, the present study sought to examine the developmental trajectories of family affective involvement and aging self-stereotypes in older adults and the causal relationship between the two. In this study, a sample of 257 older adults aged over 55 was followed up for one year. The participants were asked to anonymously complete questionnaires. They were assured by the researchers that the study would be conducted purely for research purposes and that participation was voluntary. Latent growth modeling and cross-lagged analysis were used to examine older adults’ initial level of and growth in family affective involvement and aging self-stereotypes, respectively, as well as predict family affective involvement on aging self-stereotypes. Latent growth modeling showed that older adults’ perceptions of affective involvement from family members decreased linearly during the follow-up period while aging self-stereotypes increased linearly. In addition, the initial level of family affective involvement significantly predicted the initial level of and growth in aging self-stereotypes among older adults. Specifically, the lower the initial level of perceived affective involvement of family members, the higher the initial level of aging self-stereotypes in old age. Older adults’ lower initial levels of affective involvement from family members also predicted more rapid growth in aging self-stereotyping. Finally, the rate of decrease in family affective involvement predicted the increases of aging self-stereotypes over time, that is, a steeper decline in the family affective involvement of older adults predicted a steeper increase of aging self-stereotypes. Similarly, cross-lagged analysis showed that family affective involvement negatively predicted aging self-stereotypes after six months. Our findings suggest that developmental trajectories of aging self-stereotypes in older adults are influenced by changes in family affective involvement. This study expands the existing research on family affective involvement and aging self-stereotypes. A better understanding of the causal effects of older adults’ affective involvement from family members on aging self-stereotypes can also help ameliorate intervention programs designed to reduce the internalization of aging stereotypes and improve negative aging self-stereotypes.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Social Psychology submitted time 2018-12-16
Abstract： Meta-stereotype threat refers to an unbalanced cognition state when a person’s negative beliefs regarding the stereotype that out-group members hold about their own group are activated. Previous research has shown that the activation of negative meta-stereotype contributes to social behavior, but the mechanism of the meta-stereotype threat effects on aggressive behavior remains unclear. Moreover, compared with dominant groups, migrant children are more susceptible to meta-stereotype. However, the influence of negative meta-stereotype on migrant children’s aggressive behavior has not been thoroughly investigated. Therefore, the current study aimed to explore the meta-stereotype threat effects on aggressive behavior among migrant children, and the mediated role of the frustration between meta-stereotype threat and aggressive behavior. Finally, we attempted to use imagined intergroup contact to intervene frustration in order to relieve the negative effects of meta-stereotype threat. As an exploratory study, 60 migrant children participated in study 1. Participants were instructed to write adjectives to arouse negative meta-stereotype or not according to different instructions. Then, participants were assigned to complete the distribution of balsam pear juice which represented aggressive behavior against local children. The study 2 was improved on the basis of study 1. This study was organized into a 2 (meta-stereotype threat condition: activate meta-stereotype threat or not) ×2(attacked aim: local children and migrant children) mixed design. A total of 60 migrant children participated in study 2. After writing adjectives based on different instructions, participants were assigned to complete a test to make sure meta-stereotype was evoked. Then the frustration questionnaire and the balsam pear juice task against local children and migrant children were completed and measured. Study 3 was organized into a 3(type of imagination: imagined intergroup contact, imagined scenery and non-imagination) ×2(attacked aim: local children and migrant children) mixed design. Firstly, 95 migrant children were asked to arouse meta-stereotype and complete the meta-stereotype test. Next, the non-imagination group completed frustration questionnaire and the balsam pear juice task directly, while the migrant children of imagined intergroup contact group imagined the positive interaction with local children, and imagined scenery group imagined the outdoor scenery. After that, the two groups completed frustration questionnaire and the balsam pear juice task. T test, ANOVA and mediation analysis were used to analyze all data. The following results were observed: (1) The frustration and aggressive behavior under the meta-stereotype threat (MST) condition was higher than the non-MST condition. (2) The relationship between the meta-stereotype threat and the aggressive behavior against local children was partly mediated by the frustration. (3) The mediated role of frustration was further supported by the results of study 3. Imagined intergroup contact could reduce the aggressive behavior against local children by controlling frustration. In sum, the results proved that the effects of meta-stereotype threat on frustration among migrant children contributed to the explanation of the increase of aggressive behavior against local children. "
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