LDR | | 00000nam u2200205 4500 |
001 | | 000000435654 |
005 | | 20200228102259 |
008 | | 200131s2019 ||||||||||||||||| ||eng d |
020 | |
▼a 9781687922939 |
035 | |
▼a (MiAaPQ)AAI22622293 |
040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
082 | 0 |
▼a 300 |
100 | 1 |
▼a Ni, Hua. |
245 | 10 |
▼a Social Class Person by Environment Interactions: Consequences of a Motivational Asymmetry. |
260 | |
▼a [S.l.]:
▼b University of California, Los Angeles.,
▼c 2019. |
260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
300 | |
▼a 103 p. |
500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-05, Section: A. |
500 | |
▼a Advisor: Huo, Yuen J. |
502 | 1 |
▼a Thesis (Ph.D.)--University of California, Los Angeles, 2019. |
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▼a This item must not be sold to any third party vendors. |
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▼a 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. |
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▼a School code: 0031. |
650 | 4 |
▼a Social psychology. |
650 | 4 |
▼a Educational psychology. |
650 | 4 |
▼a Educational sociology. |
650 | 4 |
▼a Education. |
650 | 4 |
▼a Social research. |
690 | |
▼a 0451 |
690 | |
▼a 0525 |
690 | |
▼a 0515 |
690 | |
▼a 0340 |
690 | |
▼a 0344 |
710 | 20 |
▼a University of California, Los Angeles.
▼b Psychology 0780. |
773 | 0 |
▼t Dissertations Abstracts International
▼g 81-05A. |
773 | |
▼t Dissertation Abstract International |
790 | |
▼a 0031 |
791 | |
▼a Ph.D. |
792 | |
▼a 2019 |
793 | |
▼a English |
856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493887
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
980 | |
▼a 202002
▼f 2020 |
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▼a ***1816162 |
991 | |
▼a E-BOOK |