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Social Class Person by Environment Interactions: Consequences of a Motivational Asymmetry
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Social Class Person by Environment Interactions: Consequences of a Motivational Asymmetry. |
| 개인저자 | Ni, Hua. |
| 단체저자명 | University of California, Los Angeles. Psychology 0780. |
| 발행사항 | [S.l.]: University of California, Los Angeles., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 103 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-05A. Dissertation Abstract International |
| ISBN | 9781687922939 |
| 학위논문주기 | Thesis (Ph.D.)--University of California, Los Angeles, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Advisor: Huo, Yuen J. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The present research examines the responses of students from higher versus lower social class backgrounds as they are exposed to new socioeconomic environments. We hypothesize that there is a motivational asymmetry between students depending on their socioeconomic status (SES) - while students from low-SES backgrounds are motivated to enter and adapt to high-SES environments because these environments contain opportunities for upward social mobility, students from high-SES backgrounds are not motivated to enter or adapt to low-SES environments because those environments do not contain interpersonal relationships or opportunities for advancement for them. Therefore, we predict that students from both high and low-SES backgrounds will rate high-SES environments as being more conducive towards status / achievement goals than low-SES environments, and students from low-SES backgrounds will be motivated to enter high-SES environments in pursuit of these status goals. Time spent in high-SES environments may result in students from low-SES backgrounds feeling a similar amount of belonging in both high and low-SES environments, leading to greater adaptation to different socioeconomic environments and the development of a bicultural social class identity. Meanwhile, we predict that these processes will not occur for students from high-SES backgrounds because they are motivated to avoid new (i.e., lower) socioeconomic environments. In three studies done with students at a prestigious university, we found support for the motivational asymmetry framework, specifically relating to questions around interpersonal belonging and opportunities for status / advancement. Students from high-SES backgrounds reported more belonging in high-SES environments than low-SES environments, whereas students from low-SES backgrounds reported equal amounts of belonging in both environments (Study 1). Both high and low-SES students reported higher perceptions of status, as well as greater perceived levels of future belonging and future status in high-SES environments as compared to low-SES environments (Study 2). However, while low-SES students reported moving between different socioeconomic environments more than high-SES students, we did not find differences in bicultural social class identities or adaptation between high and low-SES students (Study 3). Implications and future directions are discussed. |
| 일반주제명 | Social psychology. Educational psychology. Educational sociology. Education. Social research. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
