Mesmin Destin
Dados Biográficos
| ID | 220002 |
|---|---|
| NOME | Mesmin Destin |
| PRENOMES | Mesmin |
| SOBRENOME | Destin |
| ASSINATURA | DESTIN M |
| AFILIAÇÕES | Northwestern University |
| ORCID | 0000-0001-5091-6306 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 34 |
| TOTAL DE CITAÇÕES | 291 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 10 |
Strength-based learning groups support educators to create equitable learning environments for economically marginalized students
Education-related resource hoarding in the face of downward socioeconomic mobility
Connections between academic motivation and benefits to low‐grade inflammatory regulation among the socioeconomically advantaged
INTRODUCTION: Working to reach school goals during adolescence and rise in the socioeconomic hierarchy can have unexpected negative consequences for physical health, which are often linked to inflammation. However, certain forms of academic motivation, like finding meaning in difficulty, can benefit health and well-being. The current study tests whether socioeconomic resources explain this paradox and moderate the relationship between motivationa…
Threatening sociopolitical contexts negatively affect belonging and motivation among minoritized students
A series of global events and parallel advances in theorizing about human development have revealed a need to broaden what are considered "relevant" features of young people's social and educational contexts. These realities reveal the need to investigate how broader sociopolitical contexts affect identity-related processes and educational experiences of marginalized youth. Four studies evaluate whether racially minoritized students' sense of bel…
Educators’ Beliefs About Students’ Socioeconomic Backgrounds as a Pathway for Supporting Motivation
Students’ understandings of their socioeconomic status (SES) backgrounds have important implications for their motivation, achievement, and the emergence of SES-based educational disparities. Educators’ beliefs about students’ backgrounds likely play a meaningful role in shaping these understandings and, thus, may represent an important opportunity to support students from lower-SES backgrounds. We first experimentally demonstrate that educators …
Concern about experiencing downward socioeconomic mobility generates precarious types of motivation among students of color
Race, academic achievement and the issue of inequitable motivational payoff
Future Identity as a Support for College Motivation and Success
Many postsecondary education institutions in the United States struggle to effectively support high levels of academic achievement and college completion among their students. This is especially true at less selective and online colleges and universities that are understudied but serve an increasing number of students. Psychological factors may play an important role in promoting positive student outcomes during the college years. Two randomized …
Perception of economic inequality weakens Americans’ beliefs in both upward and downward socioeconomic mobility
The prospect of socioeconomic mobility has long been a prominent concept in American life; however, research has shown that economic inequality can weaken Americans’ beliefs in the prospect of upward mobility for poorer individuals in their country. In one correlational study, two experimental studies, and an internal meta‐analysis, we extend this work by demonstrating that Americans’ perceptions of inequality can also influence their beliefs abo…
Psychological Challenges and Social Supports That Shape the Pursuit of Socioeconomic Mobility
Many people seek higher status through socioeconomic mobility. Higher education institutions and professional workplaces include barriers to entry and inclusion that make it difficult for people from lower socioeconomic status (SES) backgrounds to reach their goals. Experiences within these settings can lead people to feel status uncertainty , which is an aversive ambiguity about where one stands on the socioeconomic hierarchy. Status uncertainty…
Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds
As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilation…
An experimental demonstration of the positive consequences of guiding students to conceptualize education as connection
INTRODUCTION: Educators often struggle to sustain students' motivation during adolescence. Students may view school tasks as insignificant because learning, achievement, and success feel detached from valued social connections. Previous findings in the study of development demonstrate that young people derive meaning from key sources of social support and connection. Finding ways to link how students approach their educational goals to meaningful…
From deficit to benefit
A belief in socioeconomic mobility promotes the development of academically motivating identities among low-socioeconomic status youth
Despite barriers to educational attainment, low-SES youth often maintain strong academic intentions and performance if they continue to view school as important for obtaining the desired futures they envision for themselves. We undertook three related studies to examine the importance of one aspiration central to the desired futures of many low-SES youth: attaining upward socioeconomic mobility. Cross-sectional, longitudinal (Study 1), and experi…
How the Intersections of Ethnic and Socioeconomic Identities are Associated with Well‐Being during College
For Latinx and other college students from minoritized communities, racial and ethnic group membership, socioeconomic status (SES), and multiple other social identities play important roles in their college experiences and well‐being. How students perceive the intersection of their multiple identities is shaped by their own subjective understanding and by how other people and institutions perceive and position people who belong to those social gr…
A path to advance research on identity and socioeconomic opportunity
A growing amount of psychological theory and evidence explains pathways between a young person's socioeconomic background, their identity, and their achievement of academic and career goals. These models provide an important foundation to investigating life trajectories, which can be expanded in 3 specific ways. First, studies can explicitly consider the important role of other social factors that intersect and overlap with socioeconomic consider…
How economic inequality shapes mobility expectations and behaviour in disadvantaged youth
Telling better stories
Immigrant adolescents’ roots and dreams
Immigrant adolescents are generally more ambitious but not as likely to achieve their career/occupational aspirations as their peers. The present study draws on self-discrepancy and social identity literatures to define and explore the role of mismatches between ethnic and aspiration-related ideal selves. In two samples recruited in Canada, 73% of immigrant adolescents aspired to a university-bound career (e.g., physician, engineer). As expected,…
Status-Based Identity
Psychological research on socioeconomic status (SES) has grown significantly over the past decade. In this article, we build upon and integrate existing approaches to direct greater attention toward investigating the subjective meaning and value that people attach to understanding their own SES as an identity. We use the term status-based identity to organize relevant research and examine how people understand and make meaning of their SES from m…
Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students
Identity-specific motivation
that uniquely influence their current self-regulation when such identities are active. Studies 3-5 then begin to explore how identity-specific motivations are situated within people's larger self-concept. Studies 3a and 3b demonstrate that the less compatible people's specific identities, the more distinct are the motivations connected to those identities. Studies 4-5 then provide some initial, suggestive evidence that identity-specific motivatio…
Jedi public health
The extent to which socially-assigned and culturally mediated social identity affects health depends on contingencies of social identity that vary across and within populations in day-to-day life. These contingencies are structurally rooted and health damaging inasmuch as they activate physiological stress responses. They also have adverse effects on cognition and emotion, undermining self-confidence and diminishing academic performance. This imp…
An Open Path to the Future
One contributing factor to gaps in academic achievement may be that some students perceive long-term educational goals, such as college, as financially out of reach, which can make schoolwork feel meaningless even several years before college. However, information that leads students to perceive that the financial path to college is open for them (i.e., need-based financial aid) can increase school motivation. Two classroom-based field experiment…
Closing the Social-Class Achievement Gap
College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial ( N = 168). Using senior college students’ real-life st…
Identity-Based Motivation
Children want to succeed academically and attend college, but their actual attainment often lags behind; some groups (e.g., boys, low-income children) are particularly likely to experience this gap. Social structural factors matter, influencing this gap in part by affecting children's perceptions of what is possible for them and people like them in the future. Interventions that focus on this macro-micro interface can boost children's attainment.…
Taking stock of ten years of research on the relationship between assets and children's educational outcomes
Feeling” hierarchy
The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As predicted by the model, most of the relationship was mediated by emotional distress and study skills and habi…
Incentivizing education
Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students
Parental Expectations and Educational Outcomes for Young African American Adults
The age old question, which comes first? A simultaneous test of children's savings and children's college-bound identity
Assets and child well-being in developed countries
From deficit to benefit
How economic inequality shapes mobility expectations and behaviour in disadvantaged youth
Telling better stories
How the Intersections of Ethnic and Socioeconomic Identities are Associated with Well‐Being during College
For Latinx and other college students from minoritized communities, racial and ethnic group membership, socioeconomic status (SES), and multiple other social identities play important roles in their college experiences and well‐being. How students perceive the intersection of their multiple identities is shaped by their own subjective understanding and by how other people and institutions perceive and position people who belong to those social gr…
Immigrant adolescents’ roots and dreams
Immigrant adolescents are generally more ambitious but not as likely to achieve their career/occupational aspirations as their peers. The present study draws on self-discrepancy and social identity literatures to define and explore the role of mismatches between ethnic and aspiration-related ideal selves. In two samples recruited in Canada, 73% of immigrant adolescents aspired to a university-bound career (e.g., physician, engineer). As expected,…
Race, academic achievement and the issue of inequitable motivational payoff
A path to advance research on identity and socioeconomic opportunity
A growing amount of psychological theory and evidence explains pathways between a young person's socioeconomic background, their identity, and their achievement of academic and career goals. These models provide an important foundation to investigating life trajectories, which can be expanded in 3 specific ways. First, studies can explicitly consider the important role of other social factors that intersect and overlap with socioeconomic consider…
An Open Path to the Future
One contributing factor to gaps in academic achievement may be that some students perceive long-term educational goals, such as college, as financially out of reach, which can make schoolwork feel meaningless even several years before college. However, information that leads students to perceive that the financial path to college is open for them (i.e., need-based financial aid) can increase school motivation. Two classroom-based field experiment…
From Assets to School Outcomes
People do not always take action to attain their desired possible selves—after all, whether consciously or nonconsciously, taking current action makes sense if there is an open path toward attaining the desired self, but not if paths are closed. Following this logic, children from families with fewer assets may lower their expectations for school success and plan to engage in less effort in school. To test this hypothesis, we examined the impact …
Parental Expectations and Educational Outcomes for Young African American Adults
Assets and child well-being in developed countries
Incentivizing education
Identity-Based Motivation
Children want to succeed academically and attend college, but their actual attainment often lags behind; some groups (e.g., boys, low-income children) are particularly likely to experience this gap. Social structural factors matter, influencing this gap in part by affecting children's perceptions of what is possible for them and people like them in the future. Interventions that focus on this macro-micro interface can boost children's attainment.…
Taking stock of ten years of research on the relationship between assets and children's educational outcomes
The age old question, which comes first? A simultaneous test of children's savings and children's college-bound identity
Feeling” hierarchy
The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As predicted by the model, most of the relationship was mediated by emotional distress and study skills and habi…
Closing the Social-Class Achievement Gap
College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial ( N = 168). Using senior college students’ real-life st…
The Context-Sensitive Future Self
Imagining one's possible future self can motivate action but whether motivational power resides more in positive or more in negative future identities is not clear. We predicted that motivational power resides not in these positive or negative future identities but in the fit between context and future self. We varied fit in four experiments by having students read about college as a success-likely or failure-likely context and then write about t…
Jedi public health
The extent to which socially-assigned and culturally mediated social identity affects health depends on contingencies of social identity that vary across and within populations in day-to-day life. These contingencies are structurally rooted and health damaging inasmuch as they activate physiological stress responses. They also have adverse effects on cognition and emotion, undermining self-confidence and diminishing academic performance. This imp…
An Open Path to the Future
One contributing factor to gaps in academic achievement may be that some students perceive long-term educational goals, such as college, as financially out of reach, which can make schoolwork feel meaningless even several years before college. However, information that leads students to perceive that the financial path to college is open for them (i.e., need-based financial aid) can increase school motivation. Two classroom-based field experiment…
Status-Based Identity
Psychological research on socioeconomic status (SES) has grown significantly over the past decade. In this article, we build upon and integrate existing approaches to direct greater attention toward investigating the subjective meaning and value that people attach to understanding their own SES as an identity. We use the term status-based identity to organize relevant research and examine how people understand and make meaning of their SES from m…
Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students
Identity-specific motivation
that uniquely influence their current self-regulation when such identities are active. Studies 3-5 then begin to explore how identity-specific motivations are situated within people's larger self-concept. Studies 3a and 3b demonstrate that the less compatible people's specific identities, the more distinct are the motivations connected to those identities. Studies 4-5 then provide some initial, suggestive evidence that identity-specific motivatio…
Telling better stories
Immigrant adolescents’ roots and dreams
Immigrant adolescents are generally more ambitious but not as likely to achieve their career/occupational aspirations as their peers. The present study draws on self-discrepancy and social identity literatures to define and explore the role of mismatches between ethnic and aspiration-related ideal selves. In two samples recruited in Canada, 73% of immigrant adolescents aspired to a university-bound career (e.g., physician, engineer). As expected,…
A belief in socioeconomic mobility promotes the development of academically motivating identities among low-socioeconomic status youth
Despite barriers to educational attainment, low-SES youth often maintain strong academic intentions and performance if they continue to view school as important for obtaining the desired futures they envision for themselves. We undertook three related studies to examine the importance of one aspiration central to the desired futures of many low-SES youth: attaining upward socioeconomic mobility. Cross-sectional, longitudinal (Study 1), and experi…
How the Intersections of Ethnic and Socioeconomic Identities are Associated with Well‐Being during College
For Latinx and other college students from minoritized communities, racial and ethnic group membership, socioeconomic status (SES), and multiple other social identities play important roles in their college experiences and well‐being. How students perceive the intersection of their multiple identities is shaped by their own subjective understanding and by how other people and institutions perceive and position people who belong to those social gr…
A path to advance research on identity and socioeconomic opportunity
A growing amount of psychological theory and evidence explains pathways between a young person's socioeconomic background, their identity, and their achievement of academic and career goals. These models provide an important foundation to investigating life trajectories, which can be expanded in 3 specific ways. First, studies can explicitly consider the important role of other social factors that intersect and overlap with socioeconomic consider…
How economic inequality shapes mobility expectations and behaviour in disadvantaged youth
From deficit to benefit
Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds
As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilation…
An experimental demonstration of the positive consequences of guiding students to conceptualize education as connection
INTRODUCTION: Educators often struggle to sustain students' motivation during adolescence. Students may view school tasks as insignificant because learning, achievement, and success feel detached from valued social connections. Previous findings in the study of development demonstrate that young people derive meaning from key sources of social support and connection. Finding ways to link how students approach their educational goals to meaningful…
Future Identity as a Support for College Motivation and Success
Many postsecondary education institutions in the United States struggle to effectively support high levels of academic achievement and college completion among their students. This is especially true at less selective and online colleges and universities that are understudied but serve an increasing number of students. Psychological factors may play an important role in promoting positive student outcomes during the college years. Two randomized …
Psychology (32 obras) · Social Psychology (23 obras) · Sociology (18 obras) · Social Psychology (17 obras) · Developmental psychology (14 obras) · Socioeconomic status (14 obras) · Academic achievement (11 obras) · Identity (music (10 obras) · Early Childhood Education and Development (9 obras) · Higher Education Research Studies (8 obras)