Shannon T Brady
Datos Biográficos
| ID | 4413508 |
|---|---|
| NOMBRE | Shannon T Brady |
| NOMBRES | Shannon T |
| APELLIDO | Brady |
| FIRMA | BRADY S T |
| AFILIACIONES | Wake Forest University |
| ORCID | 0000-0003-3975-3301 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 44 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Effects of Psychological Distance on Mental Abstraction
Construal-level theory (CLT) proposes that psychological distance influences the level of abstraction at which something is mentally construed: Things perceived as less probable (likelihood) or further away from the here (spatial distance), now (temporal distance), or self (social distance) are thought about more abstractly. In this international multilab study, we tested four basic hypotheses derived from core assumptions of CLT and explore pote…
Attending to Race in Teacher Well-Being Interventions
Many teachers are dissatisfied with their jobs, struggle with feeling effective at work, experience high levels of stress and burnout, and report higher levels of depressive symptoms than the average adult. Moreover, growing evidence shows that teachers’ professional experiences are racialized, resulting in well-being disparities between White teachers and Teachers of Color (TOC). In this article, we use a novel AI-assisted tool to review existin…
College Students’ Sense of Belonging
Despite considerable and growing interest in college students’ sense of belonging, its relationship with postsecondary credential attainment remains poorly understood. Here, in a nationally representative sample of U.S. undergraduates who matriculated in 2011–2012 ( N = 21,700), first-year belonging was longitudinally associated with attainment: a 1-point increase on the 5-point scale corresponded to a 3.4 percentage-point increase in 4-year atta…
The affirmed (White) teacher in a cross-race context
Within psychology, efforts to address racial-ethnic disparities in students’ academic outcomes have focused primarily on students themselves. But there is another important person in classrooms: the teacher. In the United States, most racial-ethnically minoritized students are taught by White teachers. Drawing on research on cross-race interactions, we argue that for White teachers—especially those new to the profession—this dynamic is likely to …
Defaults are not a panacea
Recently, defaults have become celebrated as a low-cost and easy-to-implement nudge for promoting positive outcomes, both at an individual and societal level. In the present research, we conducted a large-scale field experiment ( N = 32,508) in an educational context to test the effectiveness of a default intervention in promoting participation in a potentially beneficial achievement test. We found that a default manipulation increased the rate a…
Am I a Science Person? A Strong Science Identity Bolsters Minority Students’ Sense of Belonging and Performance in College
Identifying as a “science person” is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology clas…
Affirmation on the go
The present study offers a proof‐of‐concept for the delivery of values affirmation via text message. In two studies, we tested whether we could distill the typical 15‐minute pen‐and‐paper values affirmation exercise into a brief (∼4 minute) text‐message based exercise. In Study 1 ( N = 42), we asked students to identify an upcoming academic stressor. In Study 2, we targeted students ( N = 121) who reported that they would be starting a summer int…
College Students’ Sense of Belonging
In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persiste…
The racial composition of students’ friendship networks predicts perceptions of injustice and involvement in collective action
Integrating previous findings on intergroup contact and collective action, the present research investigated how the race/ethnicity of close friendships formed during students’ transition to college related to their perceptions of intergroup relations on campus and involvement in collective action. Results revealed that, overall, having a greater percentage of underrepresented minority (URM) friends was positively associated with perceived injust…
Teaching a lay theory before college narrows achievement gaps at scale
Significance In the United States, large, persistent gaps exist in the rates at which racial, ethnic, and socioeconomic groups complete postsecondary education, even when groups are equated on prior preparation. We test a method for preventing some of those gaps by providing individuals with a lay theory about the meaning of commonplace difficulties before college matriculation. Across three experiments, lay theory interventions delivered to over…
College Students’ Sense of Belonging
In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persiste…
Affirmation on the go
The present study offers a proof‐of‐concept for the delivery of values affirmation via text message. In two studies, we tested whether we could distill the typical 15‐minute pen‐and‐paper values affirmation exercise into a brief (∼4 minute) text‐message based exercise. In Study 1 ( N = 42), we asked students to identify an upcoming academic stressor. In Study 2, we targeted students ( N = 121) who reported that they would be starting a summer int…
Defaults are not a panacea
Recently, defaults have become celebrated as a low-cost and easy-to-implement nudge for promoting positive outcomes, both at an individual and societal level. In the present research, we conducted a large-scale field experiment ( N = 32,508) in an educational context to test the effectiveness of a default intervention in promoting participation in a potentially beneficial achievement test. We found that a default manipulation increased the rate a…
Teaching a lay theory before college narrows achievement gaps at scale
Significance In the United States, large, persistent gaps exist in the rates at which racial, ethnic, and socioeconomic groups complete postsecondary education, even when groups are equated on prior preparation. We test a method for preventing some of those gaps by providing individuals with a lay theory about the meaning of commonplace difficulties before college matriculation. Across three experiments, lay theory interventions delivered to over…
The racial composition of students’ friendship networks predicts perceptions of injustice and involvement in collective action
Integrating previous findings on intergroup contact and collective action, the present research investigated how the race/ethnicity of close friendships formed during students’ transition to college related to their perceptions of intergroup relations on campus and involvement in collective action. Results revealed that, overall, having a greater percentage of underrepresented minority (URM) friends was positively associated with perceived injust…
College Students’ Sense of Belonging
In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persiste…
Am I a Science Person? A Strong Science Identity Bolsters Minority Students’ Sense of Belonging and Performance in College
Identifying as a “science person” is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology clas…
Affirmation on the go
The present study offers a proof‐of‐concept for the delivery of values affirmation via text message. In two studies, we tested whether we could distill the typical 15‐minute pen‐and‐paper values affirmation exercise into a brief (∼4 minute) text‐message based exercise. In Study 1 ( N = 42), we asked students to identify an upcoming academic stressor. In Study 2, we targeted students ( N = 121) who reported that they would be starting a summer int…
Defaults are not a panacea
Recently, defaults have become celebrated as a low-cost and easy-to-implement nudge for promoting positive outcomes, both at an individual and societal level. In the present research, we conducted a large-scale field experiment ( N = 32,508) in an educational context to test the effectiveness of a default intervention in promoting participation in a potentially beneficial achievement test. We found that a default manipulation increased the rate a…
The affirmed (White) teacher in a cross-race context
Within psychology, efforts to address racial-ethnic disparities in students’ academic outcomes have focused primarily on students themselves. But there is another important person in classrooms: the teacher. In the United States, most racial-ethnically minoritized students are taught by White teachers. Drawing on research on cross-race interactions, we argue that for White teachers—especially those new to the profession—this dynamic is likely to …
Effects of Psychological Distance on Mental Abstraction
Construal-level theory (CLT) proposes that psychological distance influences the level of abstraction at which something is mentally construed: Things perceived as less probable (likelihood) or further away from the here (spatial distance), now (temporal distance), or self (social distance) are thought about more abstractly. In this international multilab study, we tested four basic hypotheses derived from core assumptions of CLT and explore pote…
Attending to Race in Teacher Well-Being Interventions
Many teachers are dissatisfied with their jobs, struggle with feeling effective at work, experience high levels of stress and burnout, and report higher levels of depressive symptoms than the average adult. Moreover, growing evidence shows that teachers’ professional experiences are racialized, resulting in well-being disparities between White teachers and Teachers of Color (TOC). In this article, we use a novel AI-assisted tool to review existin…
College Students’ Sense of Belonging
Despite considerable and growing interest in college students’ sense of belonging, its relationship with postsecondary credential attainment remains poorly understood. Here, in a nationally representative sample of U.S. undergraduates who matriculated in 2011–2012 ( N = 21,700), first-year belonging was longitudinally associated with attainment: a 1-point increase on the 5-point scale corresponded to a 3.4 percentage-point increase in 4-year atta…
Psychology (7 obras) · Social Psychology (6 obras) · Ethnic group (4 obras) · Social and Intergroup Psychology (4 obras) · Sociology (4 obras) · Higher Education Research Studies (3 obras) · Mathematics education (3 obras) · Political science (3 obras) · Social Psychology (3 obras) · Academic achievement (2 obras)