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020 ▼a 9781687922939
035 ▼a (MiAaPQ)AAI22622293
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 247004
0820 ▼a 300
1001 ▼a Ni, Hua.
24510 ▼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.
5021 ▼a Thesis (Ph.D.)--University of California, Los Angeles, 2019.
506 ▼a This item must not be sold to any third party vendors.
520 ▼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.
590 ▼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
71020 ▼a University of California, Los Angeles. ▼b Psychology 0780.
7730 ▼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
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493887 ▼n KERIS ▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다.
980 ▼a 202002 ▼f 2020
990 ▼a ***1816162
991 ▼a E-BOOK