Hernandez Ivan A, Silverman David M, Rosario R Josiah, Destin Mesmin
San Diego State University, 6475 Alvarado Rd., Suite 135, San Diego, CA 92120 USA.
Department of Psychology, Northwestern University, Evanston, IL USA.
Soc Psychol Educ. 2023 Jan 30:1-32. doi: 10.1007/s11218-023-09763-5.
Students' beliefs about whether they will experience changes in their socioeconomic status influence their academic motivation. We propose that students who are concerned about downward socioeconomic mobility will focus their attention on negative academic outcomes and exhibit motivational goals oriented towards preventing negative possibilities and that this relationship will be particularly pronounced among students of color. Two studies investigated the relationship between college students' concerns about downward socioeconomic mobility and their adoption of academic achievement goals. The more that students of color expressed concerns about experiencing downward socioeconomic mobility, the more they adopted academic mastery-avoidance goals (β = 0.76), whereas there was no significant relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among White students (β = - 0.24; Study 1). Experimentally induced concerns about downward socioeconomic mobility increased academic mastery-avoidance goals among students of color (β = - 0.58) but decreased mastery-avoidance goals among White students (β = 0.46; Study 2). Together, results indicate that there is a strong relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among students of color, highlighting the importance of understating how students of color make sense of their future socioeconomic prospects in order to most effectively support their academic trajectories positively.
The online version contains supplementary material available at 10.1007/s11218-023-09763-5.
学生对自身社会经济地位是否会发生变化的信念会影响他们的学习动机。我们提出，担心社会经济地位下降的学生会将注意力集中在负面学业结果上，并表现出旨在预防负面可能性的动机目标，而且这种关系在有色人种学生中尤为明显。两项研究调查了大学生对社会经济地位下降的担忧与他们采用学业成就目标之间的关系。有色人种学生越表达出对社会经济地位下降的担忧，他们就越会采用学业掌握-回避目标（β = 0.76），而白人学生中对社会经济地位下降的担忧与掌握-回避目标之间没有显著关系（β = -0.24；研究1）。实验诱导的对社会经济地位下降的担忧增加了有色人种学生的学业掌握-回避目标（β = -0.58），但降低了白人学生的掌握-回避目标（β = 0.46；研究2）。总体而言，结果表明，有色人种学生中对社会经济地位下降的担忧与掌握-回避目标之间存在密切关系，这凸显了了解有色人种学生如何理解他们未来的社会经济前景以便最有效地积极支持他们的学业轨迹的重要性。
在线版本包含可在10.1007/s11218-023-09763-5获取的补充材料。
