1,721,072 research outputs found
Racial-Ethnic Identity and Academic Achievement Among Low-achieving Minorities
No full text39 p.Academic achievement is considered to be at risk among involuntary minorities. Three hypotheses regarding racial identity as a factor that influences academic achievement are explored in this study. The hypotheses are explored by analyzing GPA obtained from eight graders in three different schools along with their response to the open-ended question "what does it mean to you to be a member of your race or ethnic group? You can use examples from your everyday life of things you do that make you feel like a member of this group." The answers to the open ended questions where coded into three racial-identity schemas: dual, ingroup, and aschematic. The first hypothesis explored is that individuals with a dual racial-ethnic identity will have a higher academic achievement than those with ingroup or aschematic frameworks. The second hypothesis is that those who are aschematic will have a lower academic achievement than both ingroup and dual identities. A third hypothesis proposed is that the same trend of results will occur in the four academic core subjects of English, Math, Science, and History, exploring racial-ethnic identity's connection to individual academic areas. The data used were part of a longitudinal study and larger project. Some statistically significant support was found for the first hypothesis, providing support for a difference between dual and aschematic racial identities, but providing no support for a difference between ingroup racial identities and dual racial identities. Significant support was yielded for the second hypothesis, indicating that aschematic individuals have a lower GPA. Some significant support was found for the third hypothesis, in which results yielded significance for a relationship between English, History, and Science GPA and racial-ethnic identity. No significant support was found for Math GPA and racial-ethnic identity.University of Michigan. Department of Psychology. Ann Arbor, Michigan
Homework wars
No full textU-M research suggests a new tactic that parents can use to increase the odds children will actually do their homework without engaging in all-out battles.http://deepblue.lib.umich.edu/bitstream/2027.42/85073/1/oyserman_aug_10.mp
Interpretation of Difficulty's Impact on Shifting and Inhibition Ability
Get PDFHonors (Bachelor's)PsychologyUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/102764/1/mozhang.pd
I see trees, we see forest: Cognitive consequences of independence vs. interdependence.
No full textNumerous studies have shown pronounced differences in reasoning and perception between East Asian and Western cultures. One theoretical account attributes these differences to differences in self-construal (i.e., interdependent in East Asia and independent in the West). Unfortunately, the role of self-construal is difficult to isolate in cross-cultural comparisons, given the complexity of the independent variable culture. However, experimental studies with Western participants demonstrated that experimentally induced differences in self-construal can mirror cross-cultural differences. The present research fills a gap in this work by extending the priming approach to East Asian participants. In four experiments, participants were first primed with independence or interdependence by circling pronouns related to I or we in a paragraph and performed various cognitive tasks, which required context-independency (Stroop task in Experiment 1), context-dependency (location memory task in Experiment 2) or both (Letter identification Task in Experiment 3 and Framed-Line task in Experiment 4). The results showed that thinking of I versus we was able to shift Koreans' attention: Priming independence or I generally improved performance in context-independent tasks but obstructed performance in context-dependent tasks and vice versa for priming interdependence or 'we. Furthermore, it was found that this priming effect on attention was qualified by gender: Women tend to respond to the priming manipulation more sensitively than men. Findings highlight the interplay between chronic differences in self-construals and temporarily activated self-construals and emphasize that people's attention strategies at a given point is a joint function of these two influences. This dissertation project proposes to understand cultural variations in cognition under the broader theme of independence versus interdependence and to view culture as a situated cognition.PhDPsychologySocial psychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/125979/2/3224835.pd
Cluster Analysis of Eating Disorder Behaviors using EMA Technology: A Secondary Analysis of Randomized Clinical Trial Data
Get PDFPsychologyhttp://deepblue.lib.umich.edu/bitstream/2027.42/85258/1/sscremer.pd
Social Identity and Self-Regulation
No full texthttp://deepblue.lib.umich.edu/bitstream/2027.42/89941/1/oyserman_social_identity_and_self-regulation_2007.pd
Values: Psychological Perspectives
Get PDFhttp://deepblue.lib.umich.edu/bitstream/2027.42/89925/1/oyserman__2002.pd
Capturing context: Conceptual and statistical representations of ecological risk.
No full textThis dissertation examines how scholars have attempted to capture social contexts via theoretical and empirical representations of ecological risk, proposes a theoretical framework for thinking about risk, and tests two theoretical propositions about the nature of risk. The first study begins by considering the nature and consequences of diversity in risk terminology. A review of studies published in leading psychology journals indicates that explicit definitions of risk are the exception rather than the rule, and that definitions of risk and risk factors vary considerably. This chapter goes on to articulate four defining properties of risk (risk as a process, risk as a causal framework, risk as time-sensitive and developmental, and risk as conditional) and to propose an integrative process model of risk. The next two studies examine the effect of ecological adversities experienced during high school on risk for school dropout with particular attention to two principles of the theoretical model: risk as time-sensitive and risk as conditioned on the combination of adversity experienced. Using multiple waves of data from the Panel Study of Income Dynamics, the second study examines the length of time for which adversities were experienced and tests whether the effects of adversities are different at different points during adolescence. Replicating previous school dropout research, results indicate the low parent education and indicators of family and neighborhood socioeconomic status increase the risk of school dropout. Results further indicate that considering the chronicity of adversity is important, but that the effects of adversities generally did not differ depending on when they were experienced. The final study uses cluster analyses to group individuals by the number and kinds of adversities they experienced and examines the predictive validity of different configurations of adversity. Results indicate that there are indeed distinct profiles of adversity, with some individuals experiencing only single adversities and others experiencing different combinations of multiple adversities, and that different profiles of adversity confer different degrees of risk for school dropout.PhDDevelopmental psychologyPsychologySocial SciencesSocial workUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/126182/2/3237984.pd
Is the Interdependent Self More Sensitive to Question Context Than the Independent Self? Self-Construal and the Observation of Conversational Norms
Get PDFQuestion answering requires close attention to the common ground to determine what the questioner wants to know. Because attentiveness to others is more likely to be a self-defining goal when the self is thought of as interdependent with others rather than independent of others, we predicted that self-construal influences attentiveness to the common ground. In Experiment 1, participants’ temporary self-construal was manipulated through a priming technique. As predicted, interdependence-primed participants were more likely than independence-primed participants to take the recipient’s knowledge into account and avoided providing redundant information in a self-administered questionnaire. Drawing on chronic differences in self-construal, Experiment 2 replicated these findings with participants from independent (Germany) and interdependent (China) cultures. Throughout, participants’ differential attentiveness to the common ground resulted in differential question order effects, raising important methodological issues for cross-cultural research.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/64244/1/Is the interdependent self more sensitive.pd
Possible Selves and Behavior: the Case of Juvenile Delinquency.
No full textExplanations of delinquent behavior often implicate the nature of adolescents' thoughts and feelings about themselves as a pivotal factor in underst and ing delinquency yet most assessment efforts rely on measures of self-esteem. An aspect of the adolescent's self-concept untapped by self-esteem measures focuses on how youth conceive of their future and their potential, and is termed possible selves--the youth's hopes, expectations, and fears about the future. It was proposed that possible selves are an important aspect of the self-concept in that they are the part of the self-concept particularly active in motivating and maintaining behavior. Both the content of possible selves and the extent that feared or to be avoided possible selves are linked with positive expected possible selves were explored in detail in individual interviews with 238 youth between the ages of 13-16. Youth were sampled from four groups that varied in the degrees that they were officially involved in delinquency; 101 of the youth from the two groups least officially involved in delinquency were reinterviewed three months later. During the second interview youth were again asked to report on their possible selves and were also helped to fill out a self-reported delinquency checklist. Youth who were more highly officially delinquent were more likely to generate expectations focused on a variety of negative selves such as junkie, alone, depressed, or thief; and fears focusing on crime and delinquency when asked what they expected to be like in the coming year and what they feared or wanted to avoid being like in open-ended probes. Similarly, expectations, hopes, and fears of the less officially delinquent youth were more likely to focus on achievement related selves such as doing well or getting along in school. Positive expectations were more likely to balance or offset fears in the less delinquent youth. These differences in possible selves predicted differences in self-reported delinquency at the second interview point. Stability in about 40% of possible self responses was found after a three month time lag.PhDSocial workUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/161701/1/8801390.pd
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