Browse
Submit Data
Databases
API
Help

Dataset Information

0 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

The foreign language effect on the self-serving bias: A field experiment in the high school classroom.

ABSTRACT: The rise of bilingual education triggers an important question: which language is preferred for a particular school activity? Our field experiment (n = 120) shows that students (aged 13-15) who process feedback in non-native English have greater self-serving bias than students who process feedback in their native Dutch. By contrast, literature on the foreign-language emotionality effect suggests a weaker self-serving bias in the non-native language, so our result adds nuance to that literature. The result is important to schools as it suggests that teachers may be able to reduce students' defensiveness and demotivation by communicating negative feedback in the native language, and teachers may be able to increase students' confidence and motivation by communicating positive feedback in the foreign language.

SUBMITTER: van Hugten J

PROVIDER: S-EPMC5806866 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Publications

The foreign language effect on the self-serving bias: A field experiment in the high school classroom.

van Hugten Joeri J van Witteloostuijn Arjen A

PloS one 20180209 2

The rise of bilingual education triggers an important question: which language is preferred for a particular school activity? Our field experiment (n = 120) shows that students (aged 13-15) who process feedback in non-native English have greater self-serving bias than students who process feedback in their native Dutch. By contrast, literature on the foreign-language emotionality effect suggests a weaker self-serving bias in the non-native language, so our result adds nuance to that literature. ...[more]

PMID: 29425224

Similar Datasets

Introductory Chemistry: A Molar Relaxivity Experiment in the High School Classroom.

Project description:Dotarem and Magnevist, two clinically available magnetic resonance imaging (MRI) contrast agents, were assessed in a high school science classroom with respect to which is the better contrast agent. Magnevist, the more efficacious contrast agent, has negative side effects because its gadolinium center can escape from its ligand. However, Dotarem, though a less efficacious contrast agent, is a safer drug choice. After the experiment, students are confronted with the FDA warning on Magnevist, which enabled a discussion of drug efficacy versus safety. We describe a laboratory experiment in which NMR spin lattice relaxation rate measurements are used to quantify the relaxivities of the active ingredients of Dotarem and Magnevist. The spin lattice relaxation rate gives the average amount of time it takes the excited nucleus to relax back to the original state. Students learn by constructing molar relaxivity curves based on inversion recovery data sets that Magnevist is more relaxive than Dotarem. This experiment is suitable for any analytical chemistry laboratory with access to NMR.

| S-EPMC3733391 | biostudies-literature

A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential.

Project description:Recent policy reports documented that a growing group of students in secondary education could perform better given their expected performance. Studies showed that school performance is related to a range of social-emotional factors, including self-awareness, self-management, social awareness, and responsible decision making. However, experimental studies in schools on the relation between these factors and school performance are scarce, and results are mixed. This study used a randomized field experiment to examine whether self-reflection on school behavior of underperforming secondary school students affected their school performance [grade point average (GPA)], school engagement, and self-concept. The sample comprised 337 ninth-grade students (M = 15.74 years old; SD = 0.58) from 18 secondary schools in Netherlands. The intervention was designed in co-creation with teachers, to be as close to school practice as possible. Underperformance was measured using achievement test scores from both primary and secondary school, supplemented with teacher and parental assessments. Different model specifications were estimated to perform the analyses and test for robustness of findings. The results showed that, for treatment compliance, students with higher school motivation were approximately 29% more likely to comply. Students who reported higher levels of self-concept of school tasks were 17% less likely to comply. No significant effects of the treatment were observed on students' GPA, school motivation, hours spent on homework, or self-concept of school tasks. The treatment showed a negative effect on self-concept of leadership skills.

| S-EPMC7339948 | biostudies-literature

The limits of the foreign language effect on decision-making: The case of the outcome bias and the representativeness heuristic.

Project description:Language context (native vs. foreign) affects people's choices and preferences in a wide variety of situations. However, emotional reactions are a key component driving people's choices in those situations. In six studies, we test whether foreign language context modifies biases and the use of heuristics not directly caused by emotional reactions. We fail to find evidence that foreign language context modifies the extent to which people suffer from outcome bias (Experiment 1a & 1b) and the use of the representativeness heuristic (Experiment 2a & 2b). Furthermore, foreign language context does not modulate decision-making in those scenarios even when emotion is brought into the context (Experiment 1c & 2c). Foreign language context shapes decision-making, but the scope of its effects might be limited to decision-making tendencies in which emotion plays a causal role.

| S-EPMC6128570 | biostudies-literature

Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors.

Project description:The quasi-experimental study reported in this paper investigated whether contracting students' speaking in the foreign language (FL) classroom could effectively mitigate their FL classroom anxiety. It also explored the working mechanisms of this approach to the reduction of classroom anxiety and examined the attitudes FL students had toward it. To these ends, 42 Chinese-as-the-first-language university students learning English as a foreign language (EFL) were recruited and placed into the experimental (n = 20) and comparison groups (n = 22). Both groups were tested for anxiety before and after completing a 1-week contract and a non-contracting treatment, respectively. The experimental group participants' diaries were also collected, and their attitudes toward the intervention were elicited. Results showed that the experimental group's level of anxiety decreased significantly more as compared with that of the comparison group, suggesting the better efficacy of contracting speaking in FL anxiety reduction. Diary analyses also suggested that contracting speaking could increase learners' FL learning engagement; enhance their self-efficacy; facilitate their self-reflection of weaknesses and strengths as an FL learner; cultivate their character strengths and positive emotions; and diminish their fear, nervousness, and worries in class. Furthermore, the experimental group participants generally did not feel uncomfortable with the intervention. These findings were discussed in relation to classroom pedagogy for more effective delivery of FL education.

| S-EPMC7381164 | biostudies-literature

Foreign language comprehension achievement: insights from the cognate facilitation effect.

Project description:Numerous studies have shown that the native language influences foreign word recognition and that this influence is modulated by the proficiency in the non-native language. Here we explored how the degree of reliance on cross-language similarity (as measured by the cognate facilitation effect) together with other domain-general cognitive factors contribute to reading comprehension achievement in a non-native language at different stages of the learning process. We tested two groups of native speakers of Spanish learning English at elementary and intermediate levels in an academic context. A regression model approach showed that domain-general cognitive skills are good predictors of second language reading achievement independently of the level of proficiency. Critically, we found that individual differences in the degree of reliance on the native language predicted foreign language reading achievement, showing a markedly different pattern between proficiency groups. At lower levels of proficiency the cognate facilitation effect was positively related with reading achievement, while this relation became negative at intermediate levels of foreign language learning. We conclude that the link between native- and foreign-language lexical representations helps participants at initial stages of the learning process, whereas it is no longer the case at intermediate levels of proficiency, when reliance on cross-language similarity is inversely related to successful non-native reading achievement. Thus, at intermediate levels of proficiency strong and direct mappings from the non-native lexical forms to semantic concepts are needed to achieve good non-native reading comprehension, in line with the premises of current models of bilingual lexico-semantic organization.

| S-EPMC4421941 | biostudies-literature

Behavioral effect of mismatch negativity neurofeedback on foreign language learning.

Project description:Listening is critical for foreign language learning. Listening difficulties can occur because of an inability to perceive or recognize sounds while listening to speech, whereas successful listening can boost understanding and improve speaking when learning a foreign language. Previous studies in our laboratory revealed that EEG-neurofeedback (NF) using mismatch negativity event-related brain potential successfully induced unconscious learning in terms of auditory discrimination of speech sounds. Here, we conducted a feasibility study with a small participant group (NF group and control group; six participants each) to examine the practical effects of mismatch negativity NF for improving the perception of speech sounds in a foreign language. Native Japanese speakers completed a task in which they learned to perceive and recognize spoken English words containing the consonants "l" or "r". Participants received neurofeedback training while not explicitly attending to auditory stimuli. The results revealed that NF training significantly improved the proportion of correct in discrimination and recognition trials, even though the training time for each word pair was reduced to 20% of the training time reported in our previous study. The learning effect was not affected by training with three pairs of words with different vowels. The current results indicate that NF resulted in long-term learning that persisted for at least 2 months.

| S-EPMC8291684 | biostudies-literature

Beyond self-serving bias: diffusion of responsibility reduces sense of agency and outcome monitoring.

Project description:Diffusion of responsibility across agents has been proposed to underlie decreased helping and increased aggression in group behaviour. However, few studies have directly investigated effects of the presence of other people on how we experience the consequences of our actions. This EEG study investigated whether diffusion of responsibility simply reflects a post-hoc self-serving bias, or rather has direct effects on how we process the outcomes of our actions, and our experience of agency over them. Participants made voluntary actions whose outcomes were more or less negative. Presence of another potential agent reduced participants' sense of agency over those outcomes, even though it was always obvious who caused each outcome. Further, presence of another agent reduced the amplitude of feedback-related negativity evoked by outcome stimuli, suggesting reduced outcome monitoring. The presence of other agents may lead to diffusion of responsibility by weakening the neural linkage between one's actions and their outcomes.

| S-EPMC5390744 | biostudies-literature

The effect of emotion on morphosyntactic learning in foreign language learners.

Project description:Emotions have crucial influence on vocabulary learning and text comprehension. However, whether morphosyntactic learning is influenced by emotional conditions has remained largely unclear. In this study, we investigated how induced positive and negative emotions affect the learning of morphosyntactic rules in a foreign language. It was found that negative emotion increased the accuracy and efficiency of syntactic learning, but had no significant effect on the learning of morphological marking rules. Positive emotion was not found to be significantly associated with learning outcomes. The findings shed light on the effects of affective states on the structural aspects of foreign language learning.

| S-EPMC6261014 | biostudies-literature

Do exhausted primary school students cheat more? A randomized field experiment.

Project description:Motivated by the two-decade-long scientific debate over the existence of the ego-depletion effect, our paper contributes to exploring the scope conditions of ego-depletion theory. Specifically, in a randomized experiment, we depleted students' self-control with a cognitively demanding task that required students' effort. We measured the effect of depleted self-control on a subsequent task that required self-control to not engage in fraudulent cheating behavior-measured with an incentivized dice-roll task-and tested ego-depletion in a large-scale preregistered field experiment that was similar to real-life situations. We hypothesized that treated students would cheat more. The data confirms the hypothesis and provides causal evidence of the ego-depletion effect. Our results provide new insights into the scope conditions of ego-depletion theory, contribute methodological information for future research, and offer practical guidance for educational policy.

| S-EPMC8635394 | biostudies-literature

Self-identified Obese People Request Less Money: A Field Experiment.

Project description:Empirical evidence suggests that obese people are discriminated in different social environments, such as the work place. Yet, the degree to which obese people are internalizing and adjusting their own behavior as a result of this discriminatory behavior has not been thoroughly studied. We develop a proxy for measuring experimentally the "self-weight bias" by giving to both self-identified obese (n = 90) and non-obese (n = 180) individuals the opportunity to request a positive amount of money after having performed an identical task. Consistent with the System Justification Theory, we find that self-identified obese individuals, due to a preexisting false consciousness, request significantly lower amounts of money than non-obese ones. A within subject comparison between self-reports and external monitors' evaluations reveals that the excessive weight felt by the "self" but not reported by evaluators captures the self-weight bias not only for obese but also for non-obese individuals. Linking our experimental results to the supply side of the labor market, we argue that self-weight bias, as expressed by lower salary requests, enhances discriminatory behavior against individuals who feel, but may not actually be, obese and consequently exacerbates the wage gap across weight.

| S-EPMC5033972 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data