Social
Psychology of Education
EPSY 502 or
PSCH 517
Spring 2012
Wednesdays 5:00-8:00, BSB 381
Instructor: Dr. Theresa A. Thorkildsen
Office: 3549 EPASW
Hours: Wednesdays, 3:00-4:30, but preferably by appointment
Phone: (312) 996-8138, E-mail: thork@uic.edu
Web: http://www.uic.edu/~thork/fair/
Purpose
Students in this course will compare and contrast themes in
social, personality, and developmental psychology. The topics of motivation, identity, and
social networks in educational contexts will be used to illustrate breadth of social functioning. Students will also identify a topic related
to their program of study to explore in depth. Everyone should end the semester with a
better understanding of how researchers think about social, personality, and
developmental psychology in educational contexts and how to write a literature
review.
Required
Assigned readings, selected for the entire class, will meet breadth requirements. Students will also explore one topic in depth by establishing a personal reading
list. If you have a laptop, you might
want to bring it to class so that you can personalize some of the Web-based
activities we will be doing. It will
also be beneficial to regularly search the library databases for new articles.
Breadth. As a group, we will read and discuss selected
journal articles that highlight different writing styles in psychology. Most articles are online and students are
expected to use the library services to obtain copies. Readings will be selected each week to guide
discussion on the themes of motivation, identity, and social networking and on
the different audiences to whom psychologists are likely to direct their
work. The syllabus will be posted on the
Web and readings will be added as they are selected.
Depth. Because a central feature of doctoral work is
goal-setting, each student will also be asked to establish and complete an
individualized reading plan. The
reading plan should include at least 10 articles in well-regarded,
peer-refereed journals. The
final project for the course will be a review of research read in this approved
reading plan and a presentation of these findings to the class. Toward this end and to help with thesis
writing, the following book is required.
American Psychological Association.
(2010). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: APA.
Students
who are interested in doing a review of measurement methods in a particular
area may also find the following book helpful.
Thorkildsen,
T. A. (2005). Fundamentals of measurement
in applied research.
Optional
Readings
Journal articles can be very challenging to interpret. Therefore, it is also recommended that
students find one or two interesting books related to social functioning. Below is a sample of books students from
previous semesters have found interesting and relevant to social functioning in
educational contexts. These books are
easily obtained using web sites such as amazon.com, alibrus.com, or other
comprehensive outlets. References
reflect the copies in my library and may have more current publication dates
on-line.
Abrams,
D., Hogg, M. A., & Marques, J. M. (Eds.). (2005). The social psychology of inclusion and
exclusion. New York: Psychology Press.
Bandura,
A. (1995). Self-efficacy: The exercise of control. New York: W.H.
Freeman and Company.
Bornstein,
M. H., Davidson, L., Keyes, C. L. M., & Moore, K. (Eds.). (2003). Well-being: Positive development across the
life course. Crosscurrents
in contemporary psychology.
Mahwah, NJ: Erlbaum.
Caprara, G. V., &
Cervone, D. (2000). Personality:
Determinants, dynamics, and potentials. New York, NY: Cambridge University
Press.
Carver,
C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York:
Cambridge University Press.
Csikszentmihalyi, M. (1990). Flow:
The psychology of optimal experience. New York: Harper & Row.
Deci, E. & Flaste,
R. (1995). Why we do what we do:
Understanding self-motivation. New
York: Penguin Books.
Gladwell, M. (2002). The tipping point: How little things can
make a big difference. New York:
Little Brown, & Company.
Glick,
P., & Rudman, L. A. (Eds.). (2005). On
the nature of prejudice: Fifty years after Allport.
Malden, MA: Blackwell Publishing.
Hoffman,
M. L. (2000). Empathy and moral
development: Implications for caring and justice. New York: Cambridge University Press.
Juvonen, J. & Graham, S.
(2001). Peer harassment in school: The
plight of the vulnerable and victimized.
New York, NY: Guilford Press.
Larson,
J. R., Jr. (2010). In
search of synergy in small group performance. New York, NY:
Psychology Press.
Lerner,
R. M., & Steinberg, L. (2004). Handbook
of adolescent psychology (2nd ed.), New York: Wiley.
Mahalingam, R. (2006). Cultural psychology of
immigrants. Mahwah, NJ: Erlbaum.
Nelson,
T. (2002). The
psychology of prejudice. Boston, MA: Allyn
& Bacon.
Nicholls, J. G. (1989) The competitive ethos and
democratic education. Cambridge: Harvard
University Press.
Sansone, C., & Harackiewicz, J. M. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation
and performance. New York: Academic Press.
Schunk, D. H., Pintrich, P. R., & Meece, J.
L. (2008). Motivation in education:
Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson.
Seligman,
M. E. P. (2002). Authentic happiness:
Using the new positive psychology to realize your potential for lasting
fulfillment. New York, NY: Free Press.
Sherrrod, L. R., Torney-Purta, J., & Flanagan, C. A. (Eds.). (2010). Handbook of research on
civic engagement in youth. Hoboken, NJ: John Wiley & Sons.
Thorkildsen,
T. A., & Nicholls, J. G. (with Bates, A., Brankus,
N., & DeBolt, T.). (2002). Motivation and the struggle to learn: Responding to fractured
experience. Boston, MA: Allyn & Bacon.
Thorkildsen,
T. A., & Walberg, H. J. (Eds.). (2004). Nurturing
morality. New York: Kluwer Academic.
Weiner,
B. (1995). Judgments of responsibility: A foundation for a theory of social
conduct. New York: Guilford Press.
Wigfield, A., & Eccles,
J. S. (2002). Development
of achievement motivation. New York: Academic Press.
Youniss, J., & Levine,
P. (Eds.). (2009). Engaging young people in civic life.
Nashville, TN: Vanderbilt University Press.
Zelazo, P. D., Astington, J. W., & Olson, D. R. (Eds).
(1999). Developing theories of intention:
Social understanding and self-control. Mahwah, NJ: Erlbaum.
Assignments
Students should organize their time so that they complete assigned readings before
coming to class and be prepared to discuss the material in them. Class time will be spent discussing the
application of the readings to particular fields of interest and generating new
questions. Students are expected to
attend all sessions and participate in discussions of the readings. Everyone is also responsible for keeping the
class informed about potential absences and obtaining any missed information.
Because
students are enrolled in this course for many different reasons, each student
will negotiate an evaluation plan with the instructor. There will be no exams and it is assumed that
everyone will participate in class each week.
At the very minimum, to make progress in thesis-writing skills,
everyone is expected to write a short review of research and present their
findings to the class. As part of that
project, students will be required to find at least 10 articles from different journals
and to incorporate a critique of those articles into their work. The written project can take any of the
following formats: (a) summarize the findings of a collection of related
studies, (b) study the work of a particular theorist, (c) defend the need for a
new study extending an area of investigation, or (d) offer a methodological
critique for a specified content area.
Because this core course is intended to help students learn skills for
conducting original research, assignments should be completed using all the
standards of professional discourse (e.g., APA format, reliance on primary
sources).
Considerations when designing personal goals. Students who have not read many journal
articles have sometimes written short summaries of various articles and turned
them in for critique during the semester.
Throughout the course, everyone will be asked to talk about what they
are reading and we will compare papers written for these different purposes. Taking advantage of opportunities to receive
feedback, either orally or in writing, can improve comprehension of the
technical features of a paper. Toward
the end of the semester, students will be asked to complete a formal
presentation of their work and discuss possible new directions for these
projects.
Students
who wish to work toward an 'A' in the course should integrate the concepts
from the assigned and independent readings into their overall program of
study. Their evaluation plan should
demonstrate how they intend to do so.
When personal and assigned reading lists do not coincide, students may
demonstrate breadth in their understanding by writing short reaction papers to
articles intended to reflect breadth of knowledge in the field. In such essays, authors critique the assigned
readings or offer new directions for study.
Outstanding work should enhance students’ curriculum vitae and writing
quality should aim to align with the standards found in published journals.
Grades
of “B” will include oral participation in
class discussions and an independent paper that does not integrate themes
related to social functioning. A
passing grade of “C” will be possible if students turn in a final
literature review, but are not always ready to participate in class discussions
or turn in a literature review that does not meet basic proficiency
standards. (In doctoral programs, core
courses where students earn anything less than a “B” are often retaken.)
Enhancing
communication.
To enhance communication, everyone will be added to a class listserv
that is reserved only for doctoral students interested in social psychology or
other students who want to think about doing research. The syllabus is also posted on the Web and
updated as readings are selected each week.
You may want to add the following link to the favorites section of your
Web browser: http://tigger.uic.edu/~thork/fair/502sp11.htm
By
the end of the semester, each student’s topic of interest should be clear to
all the members of our class. Students
typically communicate their interests in several ways; via our class listserv,
through contributions to class discussions, or via more private conversations
with the instructor. Students and
faculty in the COE have learned over the years that when everyone participates,
we can all learn, have fun, and avoid unnecessary resentments. As is common in academic communities, people
who do not join in are typically ignored rather than punished.
Academic
honesty
One
major issue that seems to be cropping up across classes in the COE is some form
of academic dishonesty, intentional or accidental. Two issues seem especially important to
discuss as part of our course activities: plagiarism and the use of assignments
for more than one course. First, your
review of research should represent your
version of the main information you were able to obtain from the readings. You should ideally try to avoid quoting
information from directly from the articles you are reading, but may want to do
so on a rare occasion. This is an
acceptable practice IF you accurately cite the place in the article you are
quoting from; including the last name of all the authors, the year of the
publication, and the page number where the language appears. Similarly, you should ideally try to support
all your ideas with empirical evidence rather than rely on
"appeals to authority" logic.
There is a wide variety of information that would qualify as evidence
and a set of formal rules for citing these sources properly. You can find the rules that we use in the
field of Education in the Publication
Manual of the American Psychological Association. Failure to cite your sources for borrowed
ideas is an act of plagiarism.
Second,
in this course, you are encouraged to use information from other courses. That sort of sharing is very helpful among
professionals. Many students will be
using this course as one of several lenses into which they explore their area
of research. Be sure to consider the
evaluation rubric that will be used to evaluate your review of research, but it
is perfectly acceptable to invite more than one professor to read your
literature review. Grading rubrics offer an outline
of how to meet the requirements of the assignments and definitely differ across
courses, but adapting material for each course is accepted professional
practice as you become less dependent on coursework and establish your own
research identity. We will
discuss academic dishonesty further as part of the course.
Accessibility
UIC strives to ensure the accessibility of programs, classes, and services to
students with disabilities. Reasonable
accommodations can be arranged for students with various types of disabilities,
such as documented learning disabilities, vision or hearing impairments, and
emotional or physical disabilities.
Students who need accommodations for this class should let the
instructor know their needs and she will refer them to the office that can
offer assistance.
Schedule for Breadth
|
Tentative Agenda |
Topic |
Add your own
feedback schedule |
|
Jan. 11th |
Research and social
activism |
|
|
Jan 18th |
Motivation—goal setting and
behavior |
|
|
Jan 25th |
Motivation—autonomy/power needs |
Goals statement due |
|
Feb. 1stA |
Motivation—competence/achievement
needs |
|
|
Feb. 8th |
Motivation—relatedness/affiliation
needs |
|
|
Feb. 15th
|
Identity—culture |
|
|
Feb. 22nd |
Identity—self system |
|
|
Feb. 29th |
Identity—possible selves |
|
|
Mar. 7th |
No class--Conference |
|
|
Mar. 14th |
Identity—social competence |
|
|
Mar. 21st |
No class--Spring Break |
|
|
Mar. 28th |
Social networks—peer relations |
|
|
Apr. 4th |
Social networks--friendship |
|
|
Apr. 11th |
Social networks—groups |
Polishing
your writing |
|
Apr. 18th |
Student selected |
Student presentations |
|
Apr. 25th |
Student selected |
Student
presentations |
|
May 2nd |
|
Final paper due |
Assigned Articles
January 18th: Learning
from classics
Newman,
D. (2004). Can scientific research from the laboratory be of any use to
teachers? Theory into Practice, 43,
260-267.
Pick
one from below
Austin,
J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure,
process, and content. Psychological
Bulletin, 120, 338-375.
Bandura, A. (1977).
Self-efficacy: Toward a unifying theory of behavioral change. Psychological
Review, 84, 191-215.
Deci, E. L., & Ryan, R. M.
(1987). The support of autonomy and the control of behavior.
Journal of Personality and Social Psychology, 53, 1024-1037.
Dweck, C. S., & Elliott, E. L.
(1988). A social-cognitive approach to motivation and
personality. Psychological Review,
95, 256-273.
Elliott, E. L., & Dweck, C. S. (1988). Goals: An approach to motivation and
achievement. Journal of Personality and
Social Psychology, 54, 5-12.
Heckhausen, H., & Beckmann, J.
(1990). Intentional action and action slips. Psychological Review, 97,
36-48.
Maehr, M.L., & Nicholls,
J. G. (1980). Culture and achievement
motivation: A second look. In N. Warren
(Ed.), Studies in cross-cultural
psychology (Vol. 2, pp. 221-267). New York: Academic Press.
Nicholls, J. G. (1984).
Achievement motivation: Conceptions of ability, subjective experience, task
choice, and performance. Psychological Review, 91, 328-346.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal
of Educational Psychology, 71, 3-25.
Weiner, B. (1992).
Expectancy-value theories: Humans as all-knowing decision makers. In B. Weiner, Human motivation: Metaphors, theories an research (pp. 159-220).
Thousand Oaks, CA: Sage Publications. (Note this is a textbook chapter
reviewing several related theories.)
White, R. W. (1959).
Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
January 25th:
Motivation—Studies with quasi-experimental designs
(Pick
two studies to compare and contrast)
Butler, R. (1987). Task-involving and
ego-involving properties of evaluation: Effects of different feedback
conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79,
474-482.
Butler, R. (1989). On the psychological meaning
of information about competence: A reply to Ryan and Deci's
comment on Butler (1987). Journal of
Educational Psychology, 81, 269-272.
Butler,
R. (1990). The effects of mastery and competitive conditions
on self-assessment at different ages.
Child Development, 61,
201-210.
Butler, R., & Neuman,
O. (1995). Effects of task and ego achievement goals on
help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.
Butler, R. & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on
intrinsic motivation and performance. Journal of Educational Psychology, 78, 210-216.
Dweck, C. S. (1975). The role of
expectations and attributions in the alleviation of learned helplessness.
Journal of Personality and Social
Psychology, 31, 674-685. (Note this
is the publication that came from Carol Dweck’s
dissertation.)
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical
review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
Mikulincer, M. (1988). Reactance and helplessness
following exposure to unsolvable problems: The effects of attributional
style. Journal of Personality and Social
Psychology, 54, 679-686.
Mikulincer, M. (1989). Cognitive interference and learned
helplessness: The effects of off-task cognitions on performance following
unsolvable problems. Journal of
Personality and Social Psychology, 57, 129-135.
Miller, R. L., Brickman, P., & Bolen, D.
(1975). Attribution versus persuasion as a means for
modifying behavior. Journal of
Personality and Social Psychology, 31, 430-441.
Mueller, C. M., & Dweck,
C. S. (1998). Praise for intelligence can undermine children’s motivation and
performance. Journal of Personality and
Social Psychology, 75, 33-52.
Rosenbaum, M., & Ben-Ari,
K. (1985). Learned
helplessness and learned resourcefulness: Effects of noncontingent
success and failure on individuals differing in self-control skills. Journal of Personality and Social
Psychology, 48, 198-215.
Ryan, R. M. (1982). Control and information in
the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social
Psychology, 43, 450-461.
Ryan, R. M., & Deci,
E. L. (1989). Bridging the research traditions of task/ego involvement and
intrinsic/extrinsic motivation: Comment on Butler (1987). Journal of Educational Psychology, 81, 265-268.
Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to
intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social
Psychology, 45, 736-750.
Schunk, D. H. (1982). Effects of effort attributional feedback on children’s perceived
self-efficacy and achievement. Journal
of Educational Psychology, 74, 548-556.
Schunk, D. H., & Cox, P. D. (1986). Strategy
training and attributional feedback with learning
disabled students. Journal of Educational
Psychology, 78, 201-209.
Yeager, D. S., & Walton, G. M. (2011).
Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81,
267-301. doi: 10.3102/0034654311405999
February 1st: Motivation—Studies with descriptive
designs
(Pick two studies to
compare and contrast)
Atkinson,
E. S. (2000). An
investigation into the relationship between teacher motivation and pupil
motivation. Educational
Psychology, 20, 45-57.
Anderman, E. M., Griesinger, T.,
& Westerfield, G. (1998).
Motivation and cheating during early adolescence. Journal of Educational Psychology, 90,
84-93.
Marsh,
H. W., Craven, R. G., Hinkley, J. W., & Dubus, R. L. (2003). Evaluation of the big-two-factor
theory of academic motivation orientations: An evaluation of jingle-jangle
fallacies. Multivariate Behavioral
Research, 38, 189-224.
Murdock,
T. B., Miller, A., & Kohlhardt, J. (2004). Effects of classroom context variables on high school students’
judgments of the acceptability and likelihood of cheating. Journal of Educational Psychology, 96,
765-777.
Thorkildsen,
T. A., & Nicholls, J. G. (1998). Fifth graders’ achievement orientations
and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-201.
Wang, M., Dishion, T., Stormshak, E. A., & Willet, J. B. (2011).
Trajectories of family management practices and early
adolescent behavioral outcomes. Developmental
Psychology, 47, 1324-1341. doi: 10.1037/a0024026
Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom
behavior, and perceived social support. Journal of Educational Psychology, 86, 173-182.
February 8th: Motivation—Needs for autonomy,
competence and relatedness
(choose
readings of interest)
Needs models and achievement
Faye, C., & Sharpe, D. (2008). Academic
motivation in university: The role of basic psychological needs and identity
formation. Canadian Journal of Behavioral
Science, 40, 189-199. doi: 10.1037/a0012858
Furrer, C. & Skinner, E.
(2003). Sense of relatedness as a factor in children’s academic engagement
and performance. Journal of
Educational Psychology, 95, 148-162. doi:
10.1037/0022-0663.95.1.148
Guay, F., Marsh, H. W., Senécal, C., & Dowson, M. (2008). Representations of relatedness with parents
and friends and autonomous academic motivation during the
late-adolescence-early adulthood period: Reciprocal or unidirectional effects? British Journal of Educational Psychology,
78, 621-637. doi:10.1348/000709908X280971
Jang, H., Reeve, J., Ryan, R. M., & Kim, A.
(2009). Can self-determination theory explain what underlies the productive,
satisfying learning experiences of collectivistically
oriented Korean students? Journal of
Educational Psychology, 101, 644-661.
doi: 10.1037/a0014241
Krapp, A. (2005). Basic needs and
the development of interest and intrinsic motivational orientations. Learning and Instruction, 15, 381-395. doi: 10.1016/j.learninstruc.2005.07.007
Luyckx, K., Vansteenkiste,
M., Goossens, L., & Duriez,
B. (2009). Need
satisfaction and identity formation: Self-determination theory and
process-oriented identity research. Journal of Counseling Psychology, 56, 276-288. doi: 10.1037/a0015349
Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental
science efforts to improve teacher quality. Teachers College Record, 112, 2988-3023
Ryan, R. M., & Connell, J. P. (1989).
Perceived locus of causality and internalization: Examining reasons for acting
in two domains. Journal of Personality
and Social Psychology, 57, 749-761
Skinner, E., Furrer,
C., Marchand, G., & Kindermann,
T. (2008). Engagement and disaffection in the classroom: Part of a larger
motivation dynamic? Journal of Educational Psychology, 100, 765-781. doi:
10.1037/a0012840
Vansteenkiste, M., Lens, W., & Deci,
E.L. (2006). Intrinsic versus extrinsic goal contents in self-determination
theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31.
Alternative Arguments
Durik, A., Vida, M., & Eccles,
J. S. (2006). Task
values and ability beliefs as predictors of high school literacy choices: A
developmental analysis. Journal of Educational Psychology, 98,
382-393. doi: 10.1037/0022-0663.98.2.382
Hughes, J., & Kwok, O. (2007). Influence of
student-teacher and parent-teacher relationships on lower achieving readers’
engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51. doi:
10.1037/0022-0663.99.1.39
Standage, M., Duda,
J. L., Ntoumanis, N. (2003). A model of contextual motivation in physical
education: Using constructs from self-determination and achievement goal
theories to predict physical activity intentions. Journal of Educational Psychology, 95, 97-110. doi: 10.1037/0022-0663.95.1.97
Suizzo, M., (2007). Parents’ goals and values for children:
Dimensions of independence and interdependence across four U. S. ethnic groups.
Journal of Cross-Cultural Psychology, 38,
506-530. doi: 10.1177/0022022107302365
Valentine, J. C., Cooper, H., Bettencourt, B.
A., DuBois, D. L. (2002). Out-of-school activities
and academic achievement: The mediating role of self-beliefs. Educational Psychologist, 37, 245-256.
Zimmer-Gembeck,
M. J., Chipuer, H. M., Hanisch,
M., Creed, P. A., McGregor, L. (2006). Relationships at school and
stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29,
911-933. doi:
10.1016/j.adolescence.2006.04.008
February 15th Identity—culture
Adams, G., Markus, H.R. (2001).
Culture as patterns: An alternative approach to the problem of reification. Culture and Psychology, 7, 283-296. doi: 10.1177/1354067X0173002
Bhatia, S.
(2002). Acculturation, dialogical
voices and the construction of the diasporic self.
Theory and Psychology, 12, 55-77. doi: 10.1177/0959354302121004
Chua, H.F., Leu,
J., Nisbett, R.E.
(2004). Culture and diverging views of social events.
Personality and Social Psychology
Bulletin, 31, 925-934. doi: 10.1177/0146167204272166
Cunha, C., Goncalves,
M.M. (2009). Commentary: Accessing the experience of a dialogical self: Some
needs and concerns. Culture and
Psychology, 15, 120-133. doi: 10.1177/1354067X08099618
Gieser, T. (2006).
How to transform into goddesses and elephants: Exploring the potentiality of
the dialogical self. Culture and
Psychology, 12(4), 443-459. doi:
10.1177/1354067X06067147
Hermans, H.J.M.
(2001). The dialogical self: toward a theory of personal and cultural
positioning. Culture and Psychology,
7, 243-281. doi: 10.1177/1354067X0173001
Ho, D. Y., Chan, S.F., Peng, S., Ng, A.K. (2001). The dialogical self: Converging
east-west constructions. Culture and
Psychology, 7, 393-408. doi:
10.1177/1354067X0173008
Hong, Y., Morris, M.W., Chiu, C., Benet-Martinez, V. (2000). Multicultural
minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 7, 709-720. doi: 10.1037//0003-066X.55.7.709
Kemmelmeier, M., Burnstein, E., Krumov, K., Genkova, P., Kanagawa, C., Hirshberg,
M.S., Erb, H., Wieczorkowska,
G., Noels, K.A. (2003). Individualism,
collectivism, and authoritarianism in seven societies. Journal of Cross-Cultural Psychology,
34(3), 304-322. doi: 10.1177/0022022103034003005
Markus, H.R., Kitayama,
S. (1991). Culture and the self: Implications for cognition, emotion, and
motivation. Psychological Review, 98, 224-253.
Nisbett, R.E.,
Miyamoto, Y. (2005). The influence of culture: Holistic versus analytic
perception. Trends in Cognitive Sciences,
9, 467-473. doi:10.1016/j.tics.2005.08.004
Oyserman, D., Lee,
S.W.S. (2008). Does culture influence what and how we think? Effects
of priming individualism and collectivism. Psychological Bulletin, 134(2), 311-342. doi: 10.1037/0033-2909.134.2.311
Oyserman, D., Coon, H., & Kemmelmeier, M.
(2002). Rethinking individualism and collectivism: Evaluation of theoretical
assumptions and meta-analyses. Psychological Bulletin, 128, 3-72. doi: 10.1037//0033-2909.128.1.3
Schwartz, S.H., Bardi, A. (2001).
Value hierarchies across cultures: Taking a similarities
perspective. Journal of Cross-cultural Psychology, 32, 268-290. doi: 10.1177/0022022101032003002
February 22nd Identity—self system
Karniol, R. (2003a). Egocentrism versus protocentrism: The status of self in social prediction. Psychological Review, 110, 564-580. doi: 10.1037/0033-295X.110.3.564
Karniol, R. (2003b). Protocentrism
will prevail: A reply to Krueger (2003), Mussweiler
(2003), and Sedikides (2003). Psychological Review, 110, 595-600. doi: 10.1037/0033-295X.110.3.595
Krueger, J. I.
(2003). Return of the ego—self-referent information as a filter for
social prediction: Comment on Karniol (2003). Psychological Review, 110, 585-590. doi: 10.1037/0033-295X.110.3.585
Mischel, W. (2004). Toward an integrative science of the person. Annual
Review of Psychology, 55, 1-22.
Mussweiler, T. (2003). When egocentrism breads
distinctness—comparison processes in social prediction: Comment on Karniol (2003). Psychological
Review, 110, 581-584. doi: 10.1037/0033-295X.110.3.581
Sedikides, C. (2003). On the status of self in social
prediction: Comment on Karniol (2003). Psychological Review, 110, 591-594. doi: 10.1037/0033-295X.110.3.591
February 29th Identity—possible selves
Ackerman, P. L., & Heggestad,
E. D. (1997). Intelligence, personality, and interests: Evidence for
overlapping traits. Psychological
Bulletin, 121, 219-245.
Barresi, J.
(2002). From 'the thought is the thinker" to 'the voice is the speaker':
William James and the dialogical self. Theory
Psychology, 12, 237-250. doi: 10.1177/0959354302012002632
Bauer, J. J.,
& McAdams, D.P. (2004). Personal growth in adult stories
of life transitions. Journal of
Personality, 72, 573-602.
Day, S. X., Rounds, J. (1998). Universality of vocational interest structure among racial and
ethnic minorities. American
Psychologist, 53, 728-736.
Hammack, P. L. (2005). The life course development of human sexual
orientation: An integrative paradigm. Human
Development, 48, 267-290. doi: 10.1159/000086872
Harter, S., Waters, P. L., Whitesell, N.R.,
& Kastelic, D. (1998). Level of
voice among female and male high school students: Relational context, support,
and gender orientation. Developmental
Psychology, 34, 892-901.
Hermans, H. J. M. (2004). Introduction: The
dialogical self in a global and digital age. Identity: An international journal of theory and research, 4,
297-320.
Hermans, H. J. M., Kempen,
H.J. G., van Loon, R. J. P. (1992). The dialogical self: Beyond individualism
and rationalism. American Psychologist,
47, 23-33.
McAdams, D.P.,
Bauer, J. J., Sakaeda, A. R., Anyidoho,
N. A., Machado, M. A., Magrino-Failla, K., White, K. W., & Pals, J. L. (2006).
Continuity and change in the life story: A longitudinal study of
autobiographical memories in emerging adulthood. Journal of Personality, 74, 1371-1400. doi: 10.1111/j.1467-6494.2006.00412.x
Oyserman, D., Bybee, D.,
& Terry, K. (2006). Possible selves and academic outcomes: How and when
possible selves impel action. Journal of
Personality and Social Psychology, 91, 188-204. doi: 10.1037/0022-3514.91.1.188
March 14th Identity—social competence
Chen, X., Liu, M., Rubin, K. H., Cen, G., Gao,
X., & Li, D. (2002). Sociability and prosocial
orientation as predictors of youth adjustment: A seven-year longitudinal study
in a Chinese sample. International
Journal of Behavioral Development, 26, 128-136. doi:
10.80/01650250042000690
Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major,
S., & Queenan, P. (2003). Preschool
emotional competence: Pathway to social competence? Child Development, 74, 238-256.
Garner, P. W., Waajid,
B. (2008). The associations of emotion knowledge and
teacher-child relationships to preschool children's school-related
developmental competence. Journal
of Applied Developmental Psychology, 29, 89-100. doi:10.1016/j.appdev.2007.12.001
Grotevant, H. D., & Cooper, C. R. (1985). Patterns of interaction in family relationships and the development
of identity exploration in adolescence. Child Development, 56, 415-428.
Laurin, K.,
Fitzsimons, G. M., & Kay, A. C. (2011). Social disadvantage and the self-regulatory function of justice
beliefs. Journal of Personality
and Social Psychology, 100, 149-170. doi: 10.1037/a0021343
Lewis, M. D.
(2002). The dialogical brain: Contributions of emotional neurobiology to
understanding the dialogical self. Theory Psychology, 12, 175-190. doi: 10.1177/0959354302012002628
Montgomery, K.
J., Seeherman, K.R., & Haxby,
J. (2009). The well-tempered social brain Psychological
Science, 20, 1211-1213
Murphy, B. C., Shepard, S. A., Eisenberg, N., & Fabes,
R. A. (2004). Concurrent and across time prediction of
young adolescents' social functioning: The role of emotionality and regulation.
Social Development, 13, 57-86.
Obradović, J., van Dulmen,
M. H. M., Yates, T.M., Carlson, E. A., Egeland, B.
(2006). Developmental assessment of competence from early
childhood to middle adolescence. Journal
of Adolescence, 29, 857-889. doi:10.1016/j.adolescence.2006.04.009
Saarni, C. (1999). The inseparability of emotional
and social development In. C. Saarni's The development of emotional competence
(pp. 3-25). New York: The Guilford Press.
Egotism and
helplessness
Baumeister, R. F., & Smart, L., & Boden, J. M. (1996). Relation of threatened egotism to
violence and aggression: The dark side of high self-esteem. Psychological Review, 103, 5-33.
Baumeister, R. F., & Campbell, W. K. (1999). The
intrinsic appeal of evil: Sadism, sensational thrills,a nd threatened egotism. Personality and Social Psychology Review, 3,
210-221.
Hagan, M. L.
& Medway, F. J. (1989). Learned helplessness verses egotism in females: A
developmental comparison. Journal of
Educational Research, 82, 178-186
Hareli, S., Weiner,
B., & Yee, J. (2006). Honesty doesn't always
pay—the role of honesty of accounts for success made in an educational
setting in inferences of modesty and arrogance. Social Psychology of Education, 9, 119-138. doi: 10.1007/s11218-006-0004-6
Hom, H.L. Jr.,
Berger, M., Duncan, M. K., Miller, A., & Blevin,
A. (1994). The effects of cooperative
and individualistic reward on intrinsic motivation. Journal of Genetic Psychology, 155, 87-97.
Looft, W. R. (1972). Egocentrism
and social interaction across the life span. Psychological Bulletin, 78, 73-92.
Miller, A.
(1986). Performance impairment after failure: Mechanism and sex differences. Journal of Educational Psychology, 78,
486-491.
Miller, A.,
& Hom, H. L. Jr. (1990). Influence of extrinsic and ego incentive value on persistence after
failure and continuing motivation. Journal of Educational Psychology, 82,
539-545.
Salmivalli, C., Kaukiainen,
A., Kaistaniemi, L., & Lagerspetz,
K. M. J. (1999). Self-evaluated self-esteem, peer-evaluated
self-esteem, and defensive egotism as predictors of adolescents' participation
in bullying situations. Personality
and Social Psychology Bulletin, 25, 1268-1278. doi: 10.1177/0146167299258008
Sandstrom, M. J., & Herlan,
R. D. (2007). Threatened egotism or confirmed inadequacy? How children's perceptions
of social status influence aggressive behaviors toward peers. Journal of Social and Clinical Psychology,
26, 240-267.
Snyder, M. L.,
Stephan, W. G., & Rosenfield, D. (1976). Egotism and attribution. Journal
of Personality and Social Psychology, 33, 435-441.
Procrastination
Cramer, P. (2002). Defense mechanisms, behavior, and
affect in young adulthood. Journal of
Personality, 70, 103-126
Lamwers, L. L., Jazwinski,
C. H. (1989). A comparison of three strategies to reduce
student procrastination in PSI, Teaching
of Psychology, 16, 8-12.
Steel, P. (2007). The nature of procrastination: A
meta-analytic and theoretical review of quintessential self-regulatory failure.
Psychological Bulletin, 133, 65-94. doi: 10.1037/0033-2909.133.1.65
March 28th: Social networks—peer
relations
Allen,
J. P., Moore, C., Kuperminc, G., & Bell, K.
(1998). Attachment and adolescent psychosocial functioning.
Child Development, 69, 1406-1419.
Brown, B. B., Mounts, N., Lamborn, S. D., & Steinberg, L. (1993). Parenting practices and peer group affiliation in adolescence. Child Development, 64, 467-482.
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social
status: A cross-age perspective. Developmental
Psychology, 18, 557-570.
Crick, N. R., & Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive
aggression. Child
Development, 67, 993-1002.
Edwards, C. A. (1994). Leadership
in groups of school-age girls. Developmental
Psychology, 30, 920-927.
Graham, S., Weiner, B., &
Benesh-Weiner, M. (1995). An attributional
analysis of the development of excuse giving in aggressive and nonaggressive
African American boys. Developmental
Psychology, 31, 274-284.
Griffin, D., & Bartholomew, K. (1994).
Models of the self and other: Fundamental dimensions underlying measures of
adult attachment. Journal of Personality and Social Psychology, 67,
430-445.
Horn, S. S. (2003). Adolescents'
reasoning about exclusion from social groups. Developmental Psychology, 39, 71-84. doi: 10.1037/0012-1649.39.1.71
Horn, S. S. (2006). Group
status, group bias, and adolescents' reasoning about the treatment of others in
school contexts. International Journal of Behavioral Development, 30,
208-218. doi: 10.1177/0165025406066721
Horn, S. S. (2006). Heterosexual
adolescents' and young adults' beliefs and attitudes about homosexuality and
gay and lesbian peers. Cognitive
Development, 21, 420-440. doi:10.1016/j.cogdev.2006.06.007
Ladd, G. W., & Mize, J. (1983). A cognitive-social learning model of social-skill training. Psychological Review, 90, 127-157.
Levy, I., Kaplan, A., & Patrick, H. (2004).
Early adolescents’ achievement goals, social status, and
attitude towards cooperation with peers. Social Psychology of Education, 7, 127-159.
Lieberman, M., Doyle, A-B.,
Markiewicz, D.
(1999). Developmental patterns in security of attachment to mother and
father in late childhood and early adolescence: Associations with peer
relations. Child Development, 70,
202-213.
Marryshow, D., Hurley, E. A., Allen, B. A., Tyler, K.
M., & Boykin, A. W. (2005). Impact of learning orientation on African
American children’s attitudes toward high achieving peers. American Journal of Psychology, 118, 603-618.
Newcomb, A. F., Bukowski,
W. M., & Pattee, L. (1993). Children’s peer
relations: A meta-analytic review of popular, rejected, neglected,
controversial, & average sociometric status. Psychological Bulletin, 113, 99-128.
O’Donnell,
A. M., O’Kelly, J. (1994). Learning from peers: Beyond the rhetoric of positive
results. Educational Psychology Review, 6,
321-349.
Thorkildsen, T. A., Reese, D., & Corsino, A. (2002). School ecologies and
attitudes about exclusionary behavior among adolescents and young adults.
Merrill-Palmer Quarterly, 48, 25-51. doi: 10.1353/mpq.2002.0004
Wentzel, K. R., &
Watkins, D. E. (2002). Peer relationships and collaborative learning as
contexts for academic enablers. School
Psychology Review, 31, 366-377.
April 4th: Social
networks—friendship
Antonucci, T. C., Akiyama, H., & Takahashi, K.
(2004). Attachment and close relationships across the
lifespan. Attachment & Human
Development, 6, 353-370. doi: 10.1080/1461673042000303136
Bartholomew, K., & Horowitz, L. M. (1991).
Attachment styles among young adults: A test of a four category model. Journal of Personality and Social Psychology, 61, 226-244.
Buhrmester, D., & Furman, W. (1987). The development of companionship and intimacy. Child Development, 58, 1101-1113.
di Gennaro, C., &
Dutton, W. (2007). Reconfiguring friendships: Social relationships and the
Internet. Information, Communication,
& Society, 10, 591-618. doi: 10.1080/13691180701657949
Cicirelli, V. G. (2004). God as the
ultimate attachment figure for older adults. Attachment and Human Development, 6, 371-388.
DiTommaso, E., Brannen-McNulty,
C., Ross, L., & Burgess, M. (2003). Attachment styles, social skills, and
loneliness in young adults. Personality
and Individual Differences, 35, 303-312.
Furman, W., & Buhrmester, D. (1985). Children's perceptions of the personal
relationships in their social networks. Developmental Psychology, 21, 1016-1024.
Green, J. D., & Campbell, W. K. (2000).
Attachment and exploration in adults: Chronic and contextual accessibility. Personality and Social Psychology Bulletin,
26, 452-461.
Henderson, S., & Gilding,
M. (2004). I’ve
never clicked this way with anyone in my life: Trust and hyperpersonal
communication in online friendships. New
Media & Society, 6, 487-506. doi:
10.1177/146144804044331
Hennighausen, K. H., Hauser, S. T., Billings, R. L., Schults, L. H., & Allen, J. P. (2004). Adolescent ego-development trajectories and young adult
relationship outcomes. Journal of Early Adolescents, 24, 29-44.
Kafetsios, K., & Sideridis,
G. D. (2006). Attachment, social support, and well-being
in young and older adults. Journal of Health Psychology, 11,
863-876.
Marcoen, A., & Brumagne,
M. (1985). Loneliness among children and young adolescents.
Developmental Psychology, 21,
1025-1031.
Markiewicz, D., Lawford, H.,
Doyle, A. B., & Haggart, N. (2006). Developmental
differences in adolescents’ and young adults’ use of mothers, fathers, best
friends, and romantic partners to fulfill attachment needs. Journal of Youth and Adolescence, 35,
127-140.
Mazer, R. E., Murphy, R. E., &
Simonds, C. J. (2007).
I’ll see you on “Facebook”: The effects of computer-mediated teacher
self-disclosure on student motivation, affective learning, and classroom
climate. Communication in Education, 56,
1-17. doi: 10.1080/03634520601009710
Newcomb, A. F., & Bagwell, C. L. (1995).
Children’s friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306-347.
Obegi, J. H., Morrison, T. L., & Shaver, P. R.
(2004). Exploring intergenerational transmission of attachment style in young
female adults and their mothers. Journal
of Social and Personal Relationships, 21, 625-638.
April 11th: Social networks—groups
Barron, B. (2000). Problem solving in
video-based microworlds: Collaborative and individual
outcomes of high achieving sixth grade students. Journal of Educational Psychology, 92, 391-398. doi: 10.1037//0022-O663.92.2.391
Blatchford, P., Baines, E., Rubie-Davies,
C., Bassett, P., & Chowne, A. (2006). The effect
of a new approach to group work on pupil-pupil and teacher-pupil interactions. Journal of Educational Psychology, 98,
750-765. doi:
10.1037/0022-0663.98.4.750
Burris, E. R., Rodgers, M. S., Mannix, E. A., Hendron, M. G.,
& Oldroyd, J. B. (2009). Playing favorites: The
influence of leaders' inner circle on group processes and performance. Personality and Social Psychology Bulletin,
35, 1244-1257. doi:
10.1177/0146167209338747
Gigone, D., & Hastie, R. (1997). Proper analysis of the accuracy of group judgments. Psychological Bulletin, 121, 149-167.
Gillies, R. M. (2003). The behaviors, interactions,
and perceptions of junior high students during small-group learning. Journal of Educational Psychology, 95,
137-147. doi:
10.1037/0022-0663.95.1.137
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo,
J. W. (2006). A
meta-analytic review of social, self-concept, and behavioral outcomes of
peer-assisted learning. Journal of
Educational Psychology, 98, 732-749. doi:
10.1037/0022-0663.98.4.732
Hamm, J. V. (2000). Do birds
of a feather flock together? The variable bases for African American, Asian
American, and European American adolescents’ selection of similar friends. Developmental Psychology, 36, 209-219.
Hastie, R., & Kameda, T. (2005). The robust
beauty of majority rules in group discussions. Psychological Review, 112, 494-508. doi: 10.1037/0033-295X.112.2.494
Heinze, J. E., & Horn, S. S. (2009). Intergroup contact and beliefs about homosexuality in adolescence.
Journal of Youth and Adolescence, 38,
937-951. doi: 10.1007/s10964-009-9408-x
Kerr, N. L., MacCoun,
R. J., & Kramer, G. P. (1996). Bias in judgment: Comparing individuals and
groups. Psychological Review, 103,
687-719.
Moreno, R. (2009). Constructing knowledge with
an agent-based instructional program: A comparison of cooperative and
individual meaning making. Learning and
Instruction, 19, 433-444. doi:10.1016/j.learninstruc.2009.02.018
Parayitam, S., & Dooley, R. S.
(2009). The interplay between cognitive- and
affective conflict and cognition- and affect-based trust in influencing
decision outcomes. Journal of
Business Research, 62, 789-796. doi:10.1016/j.jbusres.2008.02.006
Pempek, T. A., Yermolayeva,
Y. A., & Calvert, S. L. (2009). College students’ social networking
experiences on Facebook. Journal of
Applied Developmental Psychology, 30, 227-238. doi:10.1016/j.appdev.2008.12.010
Phielix, C., Prins,
F. J., & Kirschner, P. A. (2010). Awareness of
group performance in a CSCL-environment: Effects of peer feedback and
reflection. Computers in Human Behavior,
26, 151-161. doi:10.1016/j.chb.2009.10.011
Steinfield, C., Ellison, N. B., & Lampe, C. (2008).
Social capital, self-esteem, and use of online network sites: A longitudinal
analysis. Journal of
Applied Developmental Psychology, 29. 434-445. doi:
10.1016/j.appdev.2008.07.002
van Dijke,
M., & DeCremer, D. (2010). Procedural fairness
and endorsement of prototypical leaders: Leader benevolence or follower
control? Journal of Experimental Social
Psychology, 46, 85-96. doi:
10.1016/j.jesp.2009.10.004
Wildschut, T., Pinter, B., Vevea, J. L., Insko, C. A., &
Schopler, J. (2003). Beyond the group mind: A quantitative review
of the interindividual-intergroup discontinuity
effect. Psychological Bulletin, 129,
698-722. doi:
10.1037/0033-2909.129.5.698