School belonging mediates the longitudinal effects of racial/ethnic identity on academic achievement and emotional well-being among Black and Latinx adolescents.

Social Identity Theory proposes that a positive in-group social identification fosters students' academic motivation and psychological well-being. The present study, grounded in Social Identity Theory, investigated the roles of racial/ethnicity identity (REI) in the development of school adjustment among Black and Latinx youth as well as the psychological mechanisms underlying these longitudinal associations. We hypothesized that REI would positively predict the development of academic achievement and emotional symptoms. In addition, we hypothesized that the development of school belonging would mediate the predictive effects of REI on the growth of academic achievement and emotional symptoms. Participants were 475 (n = 182 Black, 48.9% female; 293 Latinx, 47.8% female) students in Grades 7-9. Students self-reported their REI, school belonging, and emotional symptoms. Academic achievement was assessed using standardized achievement test scores. The longitudinal mediation models indicated that REI indirectly predicted the development of academic achievement and emotional symptoms through students' sense of school belonging. Specifically, higher REI embedded achievement and lower REI awareness of racism predicted higher school belonging in Grade 7. Higher Grade 7 school belonging in turn predicted faster academic growth in Grade 7 to Grade 9 as well as lower emotional symptoms in Grade 7. In addition, the three dimensions of REI also directly predicted the growth of academic achievement and emotional symptoms in Grades 7-9. The mediated effects were smaller in size than the direct effects. These findings highlight the importance of fostering positive REI and a strong sense of school belonging in promoting school adjustment among racial/ethnic minoritized, academically at-risk youth.

Racial stereotype and Black adolescents' math achievement: Unpacking the socio-cognitive mechanisms.

Racial stereotypes are salient to Black adolescents and to the academic domain of mathematics; however, few studies have examined the socio-cognitive mechanisms through which racial stereotypes impact math achievement. This 2-year longitudinal study (N = 790 Grade 6, 8, and 10 students during Year 1; 50.7% girls and 49.3% boys) investigated (a) the extent to which the endorsement of positively and negatively biased racial stereotypes predicted Black adolescents' math performance through their cognitive engagement and ability mindset and (b) whether gender and ethnic-racial identity moderated these links. Results suggested that endorsement of negatively biased stereotypes was associated with diminished cognitive engagement and lower math scores across 2 years (p < .05). Additionally, adolescents' ethnic-racial identity commitment moderated the negative links between stereotype endorsement and math cognitive engagement in Year 2 (p < .05). When considering the mediating role of math ability mindsets, the endorsement of both positively and negatively biased racial stereotypes operated on math performance via its links to stronger fixed ability mindset beliefs in both years (p < .05). Gender also moderated the effects of racial stereotype endorsement on math mindset beliefs in Year 1 (p < .01). This study's findings advance the field's understanding of the psychosocial mechanisms through which racial stereotypes operate, thus enabling educators to develop tailored practices that facilitate equitable access to math learning opportunities.

Jewish Americans' identity salience and effects on attitudes toward diversity.

Although Jewish people in the US are often racialized (i.e., perceived by others) as White, Jewish Americans vary in the extent to which they consider themselves White, and in how strongly they identify with being Jewish. Based on prior findings that identifying with a White ethnic subgroup (e.g., Irish, Italian) can reduce prejudice toward racial and ethnic minorities, we predicted that strongly identified Jewish Americans would exhibit less intergroup bias than weakly identified Jewish Americans. For the present research, we recruited participants whose religious affiliation was Jewish but who self-identified as racially White. In a preregistered correlational study, Jewish identification was associated with lower bias, whereas White identification was associated with greater bias, toward Whites relative to racial/ethnic minorities. The relationship between Jewish identification and intergroup bias was accounted for by high Jewish identifiers' perceptions that they could personally contribute to diversity in groups and organizations. Across three meta-analyzed experiments, participants whose religious minority (Jewish) identity was made salient exhibited less intergroup bias than did control participants, and in one preregistered experiment, perceived personal contributions to diversity mediated the effect of condition on intergroup bias. Implications for the forms of ethnic identity that predict more versus less intergroup bias in an increasingly multicultural society are discussed.

Social cure model: testing the link between identity centrality and body appreciation in diverse sexual orientation and gender identity groups.

BACKGROUND: The level of experienced sociocultural pressure to have an idealized body can vary depending on a person's gender identity and sexual orientation. The current study explored whether differences in levels of body appreciation among people with different sexual orientations and gender identities vary because of differing levels of experienced pressure by in-group members and varying levels of experienced hostile behaviors because of their looks or body. Thereby, the study tests the social cure model, according to which high levels of identity centrality are associated with better mental health. METHODS: An online cross-sectional questionnaire study was conducted with 1,587 people (51.3% cisgender women, 39.3% cisgender men, 9.5% non-binary; 52.9% identified as heterosexual, 27.7% identified as bisexual/pansexual, 11.2% identified as gay/lesbian, 8.2% identified as asexual/demi/queer; Mage = 32.9, SD = 12.6) from German-speaking countries. Variables were assessed with German-language versions of the Multidimensional and Multicomponent Measure of Social Identification, Body Appreciation Scale-2, the Perceived Stigmatization Questionnaire, and the Sociocultural Attitudes Towards Appearance Questionnaire-4, revised. A manifest-path model was calculated. RESULTS: Non-binary persons reported lower levels of body appreciation than did cisgender men and sexual minority persons reported lower levels of body appreciation than did heterosexual persons. Furthermore, sexual minority persons experienced more hostile behaviors directed towards them because of their looks or body than did heterosexual persons. Similarly, non-binary persons experienced more hostile behaviors than did men. Non-binary persons were subjected to lower levels of in-group pressure than were men. Gay/lesbian persons and asexual persons were subjected to lower levels of in-group pressure than were heterosexual persons. More hostile behaviors and stronger in-group pressure were related to lower body appreciation. In cisgender women and men indirect links revealed associations between strong identity centrality and low levels of body appreciation through the mediator of high in-group pressure. CONCLUSIONS: Data in sexual minority individuals or non-binary persons supported the social cure model, according to which persons can find support and validation for their looks and body from in-group members. In cisgender women and men, strong identification as a woman or man can be related to stronger in-group pressure and in turn to lower body appreciation.

How appraisals of an in-group's collective history shape collective identity and action: Evidence in relation to African identity.

This research tested the impact of how group members appraise their collective history on in-group identification and group-based action in the African context. Across three experiments (Ns = 950; 270; and 259) with Nigerian participants, we tested whether the effect of historical representations-specifically the valence of the in-group's collective history-on in-group engagement, in turn, depends on whether that history is also appraised as subjectively important. In Study 1, findings from exploratory moderated-mediation analyses indicated that the appraised negative valence of African history was associated with an increase in identification and group-based action when African history was appraised as unimportant (history-as-contrast). Conversely, the appraised positive valence of African history was also associated with an increase in identification and group-based action when African history was also appraised as important (history-as-inspiration). Studies 2a and 2b then orthogonally manipulated the valence and subjective importance of African history. However, findings from Studies 2a and 2b did not replicate those of Study 1. Altogether, our findings suggest that the relationship between historical representations of groups and in-group identification and group-based action in the present is more complex than previously acknowledged.

Peer mentorship and professional identity formation: an ecological systems perspective.

BACKGROUND: Mentoring can help shape how medical students think, feel, and act as physicians. Yet, the mechanism in which it influences this process of professional identity formation (PIF) remains poorly understood. Through the lens of the ecological systems theory, this study explores the interconnected and dynamic system of mentoring relationships and resources that support professional development and growth within the Palliative Medicine Initiative (PMI), a structured research peer mentoring program. METHODS: A secondary analysis of transcripts of semi-structured interviews with peer mentors and mentees and a review of their mentoring diaries was conducted to explore the impact of participation in a longitudinal peer mentoring program on both mentees and peer mentors on their personal and professional development through the lens of the mentoring ecosystem model. The Systematic Evidence-Based Approach was adapted to analyze the data via content and thematic analysis. RESULTS: Eighteen mentees and peer mentors participated and described a supportive community of practice within the research program, with discrete micro-, meso-, and macro-environments that are dynamic, reflexive, and interconnected to form a mentoring ecosystem. Within this ecosystem, reflection is fostered, and identity work is done-ultimately shaping and refining self-concepts of personhood and identity. CONCLUSION: This study underscores the nuances and complexities of mentorship and supports the role of the mentoring ecosystem in PIF. A deeper understanding of the multiple factors that converge to facilitate the professional development of mentees can help educators develop and implement structured peer mentorship programs that better support reflective practice and identity work.

The effect of professional identity on nursing academic achievement: the chain mediating effect of general self-efficacy and learning engagement.

BACKGROUND: Exploring the impact of professional identity on the academic performance of nursing students is crucial for understanding how to improve educational outcomes in this field. Professional identity not only shapes students' self-concept but also influences their motivation, commitment, and success in their studies. However, the mechanisms underlying this relationship are not fully elucidated. This study aims to examine the potential mediating roles of general self-efficacy and learning engagement in this relationship. METHODS: A total of 1097 Chinese nursing students participated in this study. They were assessed using the Professional Identity Questionnaire for Undergraduate Students, the General Self-Efficacy Scale, the Utrecht Work Engagement Scale for Students, and the College Students Academic Achievement Scale. The data were analyzed using Pearson correlation, structural equation modeling, and deviation-corrected percentile bootstrap techniques. RESULTS: (1) Professional identity (PI) was positively correlated with academic achievement (AA)(r = 0.446, P < 0.01), and the direct path of professional identity on academic achievement was significant (ß = 0.301, t = 19.816, P < 0.001). (2) Professional identity positively predicted general self-efficacy(GSE) (ß = 0.183, t = 16.427, P < 0.001) and learning engagement(LE) (ß = 0.640, t = 22.494, P < 0.001). GSE positively predicted LE(ß = 0.645, t = 9.320, P < 0.001) and AA(ß = 0.458, t = 12.376, P < 0.001). LE positively predicted AA (ß = 0.169, t = 10.877, P < 0.001). (3) GSE and LE play a significant mediating role between PI and AA. The mediating effect includes three paths: PI→GSE→AA(the mediating effect value: 0.084) and PI→LE→AA (the mediating effect value: 0.108). PI→GSE→LE→AA (the mediating effect value: 0.020). CONCLUSION: Professional identity exerts both direct and indirect influences on the academic achievement of nursing students, mediated through general self-efficacy and learning engagement. These findings underscore the importance of nurturing professional identity as a strategic approach to enhancing academic success in nursing education, providing a foundation for targeted interventions that foster personal and academic growth.

Assessment of Sex-Specific Associations between Athletic Identity and Nutrition Habits in Competitive Youth Athletes.

Given the psychological aspects of sports nutrition, understanding one's athletic identity (AI) may improve targeted nutrition education. Therefore, the purpose of this study was to examine nutrition habits and AI among uninjured youth athletes. Athletic Identity Measurement Scale (AIMS) and custom Sports Nutrition Assessment for Consultation (SNAC) scores collected prospectively at local sporting events were retrospectively assessed via Mann-Whitney, Kruskal-Wallis, logistic regression, and ANCOVA tests (95% CI). Among 583 athletes (14.5 ± 2.1 years; 59.9% female), the total AIMS scores did not differ by sex (males 39.9 ± 7.2; females 39.3 ± 7.5; maximum 70). The Social Identity (p = 0.009) and Exclusivity (p = 0.001) subscores were higher in males, while the Negative Affectivity subscores were lower (p = 0.019). Females reported frequent associations between SNAC and AIMS, particularly Negative Affectivity, which was positively associated with stress fracture history (p = 0.001), meal-skipping (p = 0.026), and desiring nutrition knowledge (p = 0.017). Males receiving weight recommendations reported higher Negative Affectivity subscores (p = 0.003), and higher total AIMS scores were observed in males with fatigue history (p = 0.004) and a desire for nutrition knowledge (p = 0.012). Fatigue and stress fracture history predominated in high-AI males and females, respectively, suggesting that poor sports nutrition may present differently by sex. As suboptimal nutrition was frequently related to high Negative Affectivity subscores, these habits may increase following poor sports performance.

How Satisfaction Lead to Volunteer Role Identity? Revisiting Identity Salience applied to Volunteer Research.

Many studies have considered satisfaction as a necessary precursor for developing volunteer role identity (VRI). However, the mechanism involved in that relationship and whether diverse types of satisfaction from volunteering literature are part of this relationship remain unclear. We propose that satisfaction may promote the development of VRI by augmenting the identity saliency of the volunteer role. To address identity salience, we adopt a dual-concept approach, measuring the identity importance and identity invocation of the volunteer role. To investigate the hypothesis, we performed multiple general lineal mediation models employing identity importance and identity invocation as simultaneous mediators of the satisfaction-VRI relationship. A sample of 227 volunteers from different organizations completed an online questionnaire remotely. The results indicate that task satisfaction and motivational satisfaction, but not organizational satisfaction, significantly predict volunteer role identity-both directly and indirectly through the mediating roles of identity importance and identity invocation. Future work may continue investigating the paths through which satisfaction and other factors may promote volunteer role identity.

Workplace Bullying, Hardiness, and Occupational Identity Among Nursing Students: Mediation of Academic Burnout.

BACKGROUND: Quality clinical environments are crucial in bridging the gap between theoretical knowledge and practical skills. This study explored the mediating role of academic burnout in relation to workplace bullying experience, stress hardiness, and occupational identity among nursing students during clinical practice. METHOD: In this cross-sectional study, an online questionnaire was administered to fourth-year nursing students from four universities. Data were collected in March 2023 and analyzed using descriptive statistics, independent t test, one-way analysis of variance, Pearson's correlation coefficient, and PROCESS Macro Model 4. RESULTS: In the final sample (N = 202), the correlates of occupational identity were stress hardiness and academic burnout; workplace bullying was not statistically significant. Academic burnout completely and partially mediated the relationship between workplace bullying and occupational identity and between stress hardiness and occupational identity, respectively. CONCLUSION: To strengthen nursing students' occupational identity, active attention and management are required to prevent academic burnout and improve stress hardiness. [J Nurs Educ. 2024;63(9):604-612.].

Partisans process policy-based and identity-based messages using dissociable neural systems.

Political partisanship is often conceived as a lens through which people view politics. Behavioral research has distinguished two types of "partisan lenses"-policy-based and identity-based-that may influence peoples' perception of political events. Little is known, however, about the mechanisms through which partisan discourse appealing to policy beliefs or targeting partisan identities operate within individuals. We addressed this question by collecting neuroimaging data while participants watched videos of speakers expressing partisan views. A "partisan lens effect" was identified as the difference in neural synchrony between each participant's brain response and that of their partisan ingroup vs. outgroup. When processing policy-based messaging, a partisan lens effect was observed in socio-political reasoning and affective responding brain regions. When processing negative identity-based attacks, a partisan lens effect was observed in mentalizing and affective responding brain regions. These data suggest that the processing of political discourse that appeals to different forms of partisanship is supported by related but distinguishable neural-and therefore psychological-mechanisms, which may have implications for how we characterize partisanship and ameliorate its deleterious impacts.

The identity group as a source of social influence for individuals with concealable stigmatized identities.

Many people who are stigmatized along concealable features (e.g., sexual minorities or people with mental illness) anticipate social rejection due to their features and associated labels, and these beliefs are a prominent predictor of psychological distress. While ecological approaches to stigma research have highlighted the social basis of these two related outcomes, it typically has focused on the impact of non-stigmatized counterparts. Also embedded in the social environment are similarly-stigmatized others who, in concealing, may be less accessible to the individual. Given the centrality of psychological distress and rejection concerns as a relational self-conception in attachment theories, we tested if identity-based rejection sensitivity and distress may emerge from diminished access to similarly-stigmatized others as identity group members. Leveraging the University as a partially-controlled, naturalistic setting, we collected measures of concealment, identity-based rejection sensitivity, and psychological distress from undergraduate students in introductory psychology courses who reported a concealable stigmatized identity (N = 355; k = 15 identity groups). With concealment aggregated to the level of the identity group, multi-level modeling showed that concealment by similarly-stigmatized students was positively associated with both individuals' identity-based rejection sensitivity and their psychological distress. Moreover, rejection sensitivity mediated the association of group-level concealment and distress. Findings suggest that rejection concerns and distress may emerge from identity group inaccessibility in the social environment, with the association of concerns and distress possibly contextualized by underlying group attachment dynamics. Results reveal the identity group as a novel source of social influence in the lives of individuals with concealable stigmatized identities.

Explain the professional identity of nursing during COVID-19 pandemic.

AIM: To explore the professional identity of nursing during the COVID-19 pandemic in Iran. Professional identity guides nurses' interaction with patients. In the COVID-19 pandemic, recent developments in society's view of the nursing profession are expected to change the perception of nurses' professional identities. DESIGN: The qualitative study used a conventional content analysis approach. METHODS: Data were collected using in-depth semi-structured interviews from June 2020 to January 2021. Data analysis was performed using Landman and Granheim's analysis and Lincoln and Guba's criteria to ensure the data's rigour. RESULTS: After analysing the 20 interviews with 17 participants, including 11 nurses with an average age of 32.63 ± 6.71 years and six varius community members with an average age of 38.66 ± 5.85 years, three main categories were formed: (1) The dual role of the media in the two subcategories (the positive role and the negative role of the media), (2) Changes in public view of nursing during the COVID-19 pandemic (respect for avoidance and understanding the value of nursing practice) and (3) Change of professional identity by showing self-sacrifice (dealing with adversity and commitment to professional obligations). CONCLUSION: The image in the public view of the nursing profession during the COVID-19 pandemic media differs from before and shows self-sacrifice, professional commitment and humanity in nursing. Nurses' experience of caring during the COVID-19 pandemic has positively affected their professional identity; however, they are concerned about the instability of improving the nursing image in society. IMPACT: Nursing leaders and policymakers can utilize media platforms to portray the nursing profession in a positive light and emphasize the scientific capabilities of nurses. This approach goes beyond highlighting sacrifice and compassion, aiming to shift societal perceptions of nursing and bolster the professional identity of nurses. REPORTING METHOD: We used the COREQ (COnsolidated criteria for REporting Qualitative research) checklist as a reporting method. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.

Healthcare professionals' well-being at work: a professional and organizational identity perspective.

PURPOSE: The purpose of this study is to test a model of healthcare professionals' well-being seen as a consequence of a process of motivated professional identity construction, a variable that mediates the influence of the organizational identity (utilitarian or normative) and the perceived reputation of the profession on well-being. DESIGN/METHODOLOGY/APPROACH: Cross-sectional design, based on a survey of 384 healthcare professionals. Structural equation modeling with latent variables was used to test the model. FINDINGS: The data provide empirical evidence supporting the proposed model. We find that organizational identity (utilitarian and normative) and perceived professional reputation positively relate to professional identity, a variable that positively relates to well-being. Professional identity mediates the relationship between organizational identity (normative and utilitarian) and perceived professional reputation and well-being. Utilitarian organizational identity and perceived professional reputation are also directly related to well-being. ORIGINALITY/VALUE: This research significantly departs from the current focus of explaining the well-being of healthcare professionals by resorting mainly to individual factors and introduces organizational and institutional determinants.

Professional, scholar, or knowledge worker? Identity construction of Chinese management researchers amid the research-practice gap.

We move beyond discussing the desirability and feasibility of bridging the research-practice gap to introducing an identity perspective to explore how Chinese management researchers make sense of the research-practice gap and what kinds of career identities are constructed. We conducted a qualitative study among 34 Chinese management researchers working at or studying for a PhD at research-oriented business schools in China. The findings show that management researchers in typical Chinese higher education institutions prefer constructing a single identity (i.e., professional, scholar, or knowledge worker identity) rather than a hybrid identity such as "academic-practitioner" as studies of their Western counterparts suggest. Moreover, before seeking and emulating role models to construct their desired career identities, researchers in China studying management reflexively search for referent groups by identifying either with a narrow disciplinary group (US mainstream management researchers or traditional intellectuals) or a broad group of knowledge workers. Furthermore, this study delineates how researchers with varying career identity narratives adopt corresponding identity work strategies (i.e., redefinition, defense, and distance) suggesting that identity work strategies do not always lead to achieving or preserving positive identity.

Understanding the impact of abusive leadership on third-party observers' turnover intentions: Insights from organizational identification and authority orientation.

This study proposes and tests a conceptual model including three predictors (observed abusive leadership, workplace identification, and authority orientation) of third-party observers' turnover intentions. Analyzing responses from of 367 sales employees from Chinese hotels suggests that organizational identification partially mediates the relationship between observed abusive leadership and observer turnover intention. Also, observed abusive leadership is negatively associated with observers' workplace identification. Finally, authority orientation is negatively associated with observers' turnover intentions. This study contributes theoretically to understanding the repercussions of abusive leadership and offers managerial insights for hospitality firms to mitigate high turnover rates.

Social norm dynamics and cooperation in changing groups.

Social norms promote cooperation in human groups. How are these norms and cooperation affected when groups change due to new members arriving and old members leaving? In this review we highlight the scant literature that researches the effects of group changes on social norms and cooperation. Thus far evidence suggests that newcomers cooperate less than incumbents but adjust their cooperation levels over time. However, this adjustment is not necessarily accompanied by adjustments in terms of group identification and norms. We also point to the data limitations that ensue when researching phenomena at the group level and outline future research directions.

Building a socio-educational ecosystem from the community funds of knowledge and identity approach. An illustrative example in Catalonia, Spain.

This paper aims to illustrate the creation, implementation and impact of an educational project for a socio-educational ecosystem design from the "community funds of knowledge and identity" approach. By socio-educational ecosystem, we mean formal, non-formal and informal agents who co-design, implement and evaluate an educational project by the work carried out by a "study group", a collaborative social setting between teachers, researches and social actors. This goes beyond the traditional reduction and encapsulation of education as something that primarily takes place within school classrooms led by teachers. To illustrate the approach, a case is presented of an archaeological site that is conceived as a "community fund of knowledge and identity" within an socio-educational ecosystem. Our study shows how the site becomes a mediating resource that promotes connections between people and learning opportunities, generating shared forms of identity. Drawing on research and participant observation, semi-structured individual and group interviews, and focus group to students in the fifth year of primary school, families, teachers, other professionals, and researchers, the educational project is described in terms of its "governance" (how it is organised), the "impact" (what changes and effects are produced in terms of learning and community belonging), and the "sustainability" (factors that enable it to be sustained over time). This example is discussed in the context of socio-educational ecosystems and the emerging research on "community funds of knowledge and identity".

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study.

BACKGROUND: The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development. METHODS: An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum-Maximum possible scores = 0-200] and Macleod Clark Professional Identity Scale [Minimum-Maximum possible scores = 1-45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®. RESULTS: The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a "more positive than negative" perception of the learning environment (Median [IQR] = 132 [116-174], Minimum-Maximum obtained scores = 43-185), and a "good" perception of their professional identity (Median [IQR] = 24 [22-27], Minimum-Maximum obtained scores = 3-36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom. CONCLUSIONS: The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.