You Can't Always Get What You Want: Educational Attainment, Agency, and Choice.

Snibbe, Alana Conner; Markus, Hazel Rose

doi:10.1037/0022-3514.88.4.703

Cited by 497 publications

(528 citation statements)

References 115 publications

(146 reference statements)

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“…Les travaux récents montrent qu'au sein d'une même culture nationale, des différences culturelles liées aux conditions matérielles et sociales de vie existent. L'analyse des modèles du soi et de l'agentivité a dès lors été transposée aux classes sociales (Snibbe & Markus, 2005;Stephens, Markus, & Townsend, 2007).…”

Section: Approche Socioculturelle De La Classe Socialeunclassified

“…Stephens et collaborateurs (2007) ont fait l'hypothèse que les individus de classe favorisée utiliseraient le choix pour exprimer leur unicité, révélant un modèle indépendant, alors que les individus de classe populaire utiliseraient le choix pour signaler leur similarité avec les autres, reflétant un modèle interdépendant (voir également Snibbe & Markus, 2005). Pour tester cette hypothèse, on proposait à des étudiants, en remerciement de leur participation à une enquête, de choisir le stylo qu'ils préféraient parmi cinq stylos de deux couleurs différentes.…”

Section: Approche Socioculturelle De La Classe Socialeunclassified

“…Au mieux, la classe sociale avait-elle le statut de variable démographique à contrôler, rarement celui de variable d'intérêt. Pourtant, des recherches mettent en évidence que l'appartenance à une classe sociale est reliée à de nombreux aspects de la vie des individus, comme la santé (e.g., Adler & Snibbe, 2003), le bien-être (e.g., Diener, Ng, Harter, & Arora, 2010), les préférences esthétiques (e.g., Snibbe & Markus, 2005), le sentiment de compétence (Gecas, 1989;Wiederkehr, Darnon, Chazal, Guimond, & Martinot, 2015) ou encore les performances intellectuelles (e.g., Nisbett, 2009). L'objectif de cet article est de recenser les travaux récents de psychologie sociale qui permettent de mieux comprendre la façon dont la classe sociale influence les manières de penser, de ressentir et d'agir des individus en adoptant un angle d'analyse fondamentalement contextuel.…”

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Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Goudeau¹,

Autin²,

Croizet

2017

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Jusqu'à récemment, la classe sociale était peu étudiée en psychologie, et lorsqu'elle était prise en compte, c'était plutôt comme une variable démographique à contrôler que comme variable d'intérêt. L'objectif de cet article est de présenter une revue intégrée des recherches récentes sur la classe sociale en psychologie sociale qui examinent la façon dont la classe sociale influence le fonctionnement psychologique et le comportement. Cette littérature conçoit la classe sociale comme un contexte de socialisation modulant l'accès à des ressources, ce qui façonne les manières de penser, de ressentir et d'agir des individus. Nous présen-tons trois approches qui se distinguent en se focalisant sur trois aspects différents du contexte de classe sociale -les ressources économiques, symboliques ou culturelles -et leurs conséquences en termes de processus psychosociaux -focalisation attentionnelle, orientation vers le soi ou l'environnement ou façons de se définir comme individu. La présentation de ces trois approches et des processus psychosociaux associés nous amènera également à discuter des indicateurs utilisés pour mesurer la classe sociale (revenus, emploi, niveau d'éducation, rang perçu). Enfin nous argumenterons comment une psychologie sociale des classes sociales permet, notamment par le recours à la manipulation des processus, une identification précise des mécanismes par lesquels la classe sociale influence le fonctionnement psychologique et le comportement.Mots clés: classe sociale; ressources économiques; rang perçu; capital culturel Until recently, social class has been rarely studied in psychology, and when it was taken into account it was rather as a control demographic variable than as a variable of interest. The aim of this paper is to propose an integrated review of recent research in social psychology that examines how social class influences psychological functioning and behavior. This literature conceptualizes social class as a context of socialization that modulates access to resources, which shapes individuals ways of thinking, feeling and acting. We present three approaches that respectively focus on three distinct aspects of the social class context -economic, symbolic or cultural resources -and describe how these resources impact attentional focus, orientation towards the self or the environment and ways to define oneself as an individual. We review the supporting empirical evidence sustaining these approaches and discuss the relevance of the indicators used to measure social class (income, employment, level of education, perceived rank). Finally, we argue that an experimental social psychology of social class is particularly needed as it allows, through the manipulation of processes, to identify the mechanisms by which social class influences psychological functioning and behavior.

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Section: Approche Socioculturelle De La Classe Socialeunclassified

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Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Goudeau¹,

Autin²,

Croizet

2017

rips

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“…Study participants are asked to imagine a series of interpersonal scenarios relating to their socioeconomic status or social class background. The scenarios themselves were generated from reviews of class-based rejection experiences as described in the literature and popular media (e.g., Alvarez & Kolker, 2001;Kaufman, 2001;Langhout et al, 2009;Snibbe & Markus, 2005), as well as through laboratory meeting discussions (see Goldman-Flythe, 2013). Pilot testing revealed six scenarios capturing a range of contexts in which class-based rejection might occur; we chose six scenarios to parallel the length of the other RS questionnaires used in this research.…”

Section: Main Predictorsmentioning

confidence: 99%

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

Rheinschmidt¹,

Mendoza‐Denton²

2014

Journal of Personality and Social Psychology

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Undergraduates, especially those from lower income backgrounds, may perceive their social class background as different or disadvantaged relative to that of peers and worry about negative social treatment. We hypothesized that concerns about discrimination based on one's social class (i.e., class-based rejection sensitivity or RS-class) would be damaging to undergraduates' achievement outcomes particularly among entity theorists, who perceive their personal characteristics as fixed. We reasoned that a perceived capacity for personal growth and change, characteristic of incremental theorists, would make the pursuit of a college degree and upward mobility seem more worthwhile and attainable. We found evidence across 3 studies that dispositionally held and experimentally primed entity (vs. incremental) beliefs predicted college academic performance as a function of RS-class. Studies 1a and 1b documented that high levels of both entity beliefs and RS-class predicted lower self-reported and official grades, respectively, among undergraduates from socioeconomically diverse backgrounds. In Study 2, high entity beliefs and RS-class at matriculation predicted decreased year-end official grades among lower class Latino students. Study 3 established the causal relationship of entity (vs. incremental) beliefs on academic test performance as a function of RS-class. We observed worse test performance with higher RS-class levels following an entity (vs. incremental) prime, an effect driven by lower income students. Findings from a 4th study suggest that entity theorists with RS-class concerns tend to believe less in upward mobility and, following academic setbacks, are prone to personal attributions of failure, as well as hopelessness. Implications for education and intervention are discussed.

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“…However, they examined this in an exploratory manner and do not report on specific patterns of job type's effect, stating simply that they found significant differences across jobs on satisfaction. In addition, several studies by Snibbe and Markus (2005) indicated employees with high school degrees and working in blue-collar jobs responded to autonomy being taken away from them differently in experimental tasks than college graduates, suggesting though some level of choice and autonomy would likely be appreciated by both groups, the college graduates sought after and responded more positively to autonomy when it was given and responded more negatively when it was taken away than the other group. The findings suggest education and job type may impact the level of autonomy one is used to and in turn how it is perceived.…”

Section: Job Type and Autonomy-job Satisfaction Relationshipmentioning

confidence: 99%

Moderating Effect of Job Type on Job Characteristic—Worker Outcome Relationships

Oliveira¹,

Scherbaum²

2017

JPR

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There has been a great deal of research examining how characteristics of jobs impact employee work perceptions as well as worker outcomes and this question is typically viewed through the lens of the job characteristics model (JCM) (Oldham & Hackman, 1980). Despite the substantial literature on this model, questions are now being raised about the JCM's generalizability across job types. This study tested job type as a moderator for job characteristic-worker outcome relationships through the use of a multilevel design and data from 11,718 employees in 24 countries.Findings indicate a moderating effect of job type on relationships between the job characteristics of autonomy, skill variety, and task significance with the worker outcomes of job satisfaction, organizational commitment, turnover intentions, and perceptions of stress. This has implications for work design across jobs and findings indicate these relationships are complicated in that they are dependent upon job type, the specific job characteristic, and the worker outcome in question. Thus, given the cost and time involved in work redesign, such redesign attempts should be tailored to the outcomes a given organization intends to improve instead of implementing higher levels of numerous job characteristics across all job types and situations.

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You Can't Always Get What You Want: Educational Attainment, Agency, and Choice.

Cited by 497 publications

References 115 publications

Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

Moderating Effect of Job Type on Job Characteristic—Worker Outcome Relationships

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