The promise of a better group future: Cognitive alternatives increase students’ self-efficacy and academic performance

Iyer, Aarti, Zhang, Airong, Jetten, Jolanda, Hao, Zhen and Cui, Lijuan (2017) The promise of a better group future: Cognitive alternatives increase students’ self-efficacy and academic performance. British Journal of Social Psychology, 56 4: 750-765. doi:10.1111/bjso.12201


Author Iyer, Aarti
Zhang, Airong
Jetten, Jolanda
Hao, Zhen
Cui, Lijuan
Title The promise of a better group future: Cognitive alternatives increase students’ self-efficacy and academic performance
Journal name British Journal of Social Psychology   Check publisher's open access policy
ISSN 2044-8309
0144-6665
Publication date 2017-05-25
Year available 2017
Sub-type Article (original research)
DOI 10.1111/bjso.12201
Open Access Status Not yet assessed
Volume 56
Issue 4
Start page 750
End page 765
Total pages 16
Place of publication Chichester, West Sussex United Kingdom
Publisher John Wiley and Sons
Language eng
Subject 3207 Social Psychology
Abstract Drawing on classic social identity theorizing (Tajfel, Differentiation between social groups: Studies in the social psychology of intergroup relations, London, UK, Academic Press, 1978), we propose that low-status minority group members’ self-efficacy and performance on intellectual tasks can be enhanced by prompting them to believe in a better future for their group (i.e., increasing awareness of cognitive alternatives to the existing low-status position). Study 1 manipulated cognitive alternatives among 157 migrant workers’ children in China, showing that self-efficacy was enhanced in the high compared to the low cognitive alternative condition. Study 2 extended this experimental finding among 114 migrant workers’ children: Participants in the high cognitive alternative condition performed better on mathematics and attention tasks than did participants in the low cognitive alternative condition. Results highlight the power of believing in a better future for the collective as a means of enhancing self-efficacy and educational outcomes among members of disadvantaged groups.
Keyword academic performance
cognitive alternatives
low-status groups
self-efficacy
social identity
Q-Index Code C1
Q-Index Status Provisional Code
Grant ID DP1094034
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Psychology Publications
 
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Created: Sat, 16 Dec 2017, 19:56:48 EST