The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
社会心理学领域跨越了心理学和社会学的边界，传统上与实证研究相联系。许多关于教育中人类行为的研究都是由认同社会心理学或其工作福尔斯社会心理学范畴的人进行的。关于“教育的社会心理学”，已经出版了几本教科书，并开设了各种各样的课程，但迄今为止似乎还没有一本杂志涉及这一领域。《社会教育心理学》填补了这一空白，涵盖了广泛的内容关注、理论兴趣和研究方法，其中包括：内容关注：课堂教学教育决策教育创新对性别、种族、民族和社会阶层的关注知识的创造、传播和影响学校和学校系统的领导力教学过程的长期影响学校的微观政治学生文化和互动教师招聘和职业师生关系理论兴趣：成就动机态度理论归因理论冲突管理亲社会行为的学习文化与社会资本话语分析群体动力学角色理论社会交换理论社会转型社会学习理论地位成就象征性互动组织研究研究方法：比较研究实验形式观察历史研究文献综述专题小组研究定性方法抽样调查对教育问题有特殊兴趣的社会心理学家，采用社会心理学方法的教育研究者。
Burnout syndrome in secondary school teachers: a systematic review and meta-analysis
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9471-9
Discrimination and academic (dis)engagement of ethnic-racial minority students: a social identity threat perspective
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-09476-0
Students’ perception of teachers’ two-way feedback interactions that impact learning
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9473-7
The interest gap: how gender stereotype endorsement about abilities predicts differences in academic interests
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9472-8
Alumni loyalty drivers in higher education
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09488-4
School effectiveness and student cheating: Do students’ grades and moral standards matter for this relationship?
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09486-6
Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09502-9
Bullying and social anxiety experiences in university learning situations
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09496-4
Teachers’ attitudes toward homosexuality and the lesbian, gay, bisexual, and queer community in the United States
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9463-9
Testing the effects of a role model intervention on women’s STEM outcomes
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09498-2
Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09499-1
Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9461-Y
Discrimination, mental health and academic performance among underrepresented college students: the role of extracurricular activities at predominantly white institutions
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09484-8
Modeling gender counter-stereotypic group behavior: a brief video intervention reduces participation gender gaps on STEM teams
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09489-3
Ingroup role models and underrepresented students’ performance and interest in STEM: A meta-analysis of lab and field studies
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09518-1
Talking about science interests: the importance of social recognition when students talk about their interests in STEM
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9469-3
Implications of financial concerns for college goal commitment among undergraduate students in the United States
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9467-5
Do adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation?
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09515-4
Social representations of teachership based on students’ and teachers’ drawings of a typical teacher
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09490-W
Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09480-Y
Socioeconomic status, economic deprivation, and school misconduct: an inquiry into the role of academic self-efficacy in four European cities
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9470-X
A longitudinal study of factors predicting students’ intentions to leave upper secondary school in Norway
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09527-0
The consequences of job-related pressure for self-determined teaching
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9446-X
A typology of veteran teachers’ job satisfaction: their relationships with their students and the nature of their work
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-09477-Z
Chronic stereotype threat and mathematical achievement in age cohorts of secondary school girls: mediational role of working memory, and intellectual helplessness
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09478-6
The role of social support in fostering school engagement in urban schools characterised by high risk of early leaving from education and training
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09521-6
Brothers, ants or thieves: students’ complex attitudes towards immigrants and the role of socioeconomic status and gender in shaping them
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09492-8
Predictors of academic success in the entry and integration stages of students’ academic careers
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09497-3
Identifying pre-service teachers’ profiles of conceptions of learning: a cluster analysis
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09516-3
Instructional practices and classroom interactions of high and low expectation teachers in China
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09507-4
Students’ critical incidents of fairness in classroom assessment: an empirical study
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09491-9
Working hard and playing hard: multiple group membership, exercise and cognitive performance in boys and girls
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09483-9
Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9475-5
Participatory Practices and Political Knowledge: How Motivational Inequality Moderates the Effects of Formal Participation on Knowledge.
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09514-5
My grade, my right: linking academic entitlement to academic performance
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09509-2
The incremental validity of career adaptability in predicting academic performance
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09505-6
Self-regulation and STEM persistence in minority and non-minority students across the first year of college
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9465-7
Relationships between students’ course perceptions, engagement, and learning
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09500-x
What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09479-5
Fear of the known? The effect of peer relevance and gender on women’s math performance under threat
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09519-0
Predicting elementary teachers’ efforts to manage social dynamics from classroom composition, teacher characteristics, and the early year peer ecology
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09503-8
Does learning-related social competence in the 1st grade predict academic achievement in the 3rd grade?
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09495-5
Trajectories of students’ perceived instructional support
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-018-9474-6
Examining the relations of early literacy activities and skills to reading dispositions, engagement, and achievement among fourth-grade students in the United Arab Emirates
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09504-7
Self-silencing in school: failures in student autonomy and teacher-student relatedness
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09511-8
Being stable and getting along with others: perceived ability expectations and employability among Finnish university students
来源期刊：Social Psychology of EducationDOI：10.1007/s11218-019-09510-9
Envisioning college success: the role of student identity centrality
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09493-7
Examining acculturation orientations and perceived cultural distance among immigrant adolescents in Portugal: links to performance in reading, mathematics, and science
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09506-5
A matter of teaching and relationships: determinants of teaching style, interpersonal resources and teacher burnout
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09501-W
Success stories of educators with socially neglected students: perceptions and support strategies
来源期刊：Social Psychology of EducationDOI：10.1007/S11218-019-09494-6
