The economic decline of the Great Recession has increased the need for a univer-

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International audienceAlthough approach forms of achievement goals (mastery and performance goals) have been shown to predict academic achievement in college, recent research underscores that these associations are rather weak and not consistently observed. The present study tests students’ social class (in the present research, generational status) as a moderator of the relationships between both mastery-approach goals and performance-approach goals and final grade. One hundred students (45 first-generation students and 55 continuing-generation students, Mage = 18.9, SD = 1.52) answered an achievement goal scale related to one of their classes at the beginning of the year. Their final grade for this class was obtained three months later. As expected, performance-approach goals positively predicted final grade only for upper-class students, while mastery-approach goals tend to do so for lower-class students, supporting the idea that different kinds of motivation could predict students’ achievement depending on their social class

Low socioeconomic status (SES) students have a lower sense of belonging to college than high-SES students. Due to the importance of sense of belonging in the college pathway, understanding the reason for this relation is particularly important. Here, we argue that in addition to having less access to resources, low-SES students in the college context also perceive themselves as having lower prestige than their high-SES counterparts. Thus, in the present research, we tested perceived prestige as a mediator of the link between subjective SES and sense of belonging to college. We conducted 3 studies in 2 different countries (USA and China), and these investigations provided evidence that the lower students’ subjective SES, the lower their self-attributed prestige, and that prestige mediated the relation between students’ subjective SES and their sense of belonging to college. The implications of these findings for understanding the collegiate experience of low-SES students are discussed.

Although overall women are better represented in higher education than men, women's psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mismatch between female students' values and the values associated with success in the increasingly selective realm of higher education. We argue that, whatever the fields of study, these values are self-enhancement values (competitiveness, self-affirmation, dominance). Three studies showed that when success was depicted in terms of self-enhancement values, women-but not men-expressed a lower sense of belonging, had lower self-efficacy and were less likely to pursue a given academic opportunity both in STEM and non-STEM fields of study. These effects did not appear in an academic context depicting success as being rooted in selftranscendence values (helpfulness, cooperation, benevolence).

The glass cliff suggests that women are more likely to access leadership positions when organizations are facing a crisis. Although this phenomenon is well established, it is still largely unknown how variations in types of crises influence the strength of the think crisis-think female association, and whether female leaders and leaders with communal gendered traits are both affected by this association. We hypothesized that selection of stereotypically feminine traits (communal leaders) is specific to a relational crisis because of a fit between leader traits and traits required by the situation. We further expected that the selection of women also extends to other crisis situations because other factors such as their signaling change potential may play a role. We investigated the associations that participants made with candidates who varied across gendered traits and gender and between two crisis situations involving problems with either stereotypically feminine (e.g., an internal disharmony) or masculine (e.g., a financial problem) components, and a no crisis situation control. Results from three experimental studies (Ns = 319, 384, 385) supported our hypotheses by showing that communal leaders were most strongly associated with a relational crisis and least with a financial crisis, with the no crisis context situated in-between. This pattern was explained by higher relevance ratings for communal leadership behavior in the relational crisis versus financial crisis context, with the no crisis context situated in-between. In contrast, female leaders were most strongly associated with the relational crisis and least with the no crisis context, with the financial crisis situated in-between. Specific explanatory mechanisms related to the female-crisis association are explored and discussed. Our findings suggest that implicit motivations for valuing feminine/communal leadership and atypical leaders in crisis situations need further research.

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Facing the dropout crisis among PhD candidates: the role of supervisor support in emotional well-being and intended doctoral persistence among men and women. Studies in Higher Education.