ArticleSocial psychology of education : an international journal2026
Elementary school students' motivations for responding without prejudice: the role of the student-teacher relationship.
Article in Social psychology of education : an international journal, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Despite extensive research on prejudice reduction in schools, the motivational processes underlying students' regulation of prejudice remain relatively understudied, even though they may provide a novel perspective for improving intergroup attitudes. The present study addressed this by examining the role of teachers in elementary school students' internal and external motivations to respond without prejudice (RWP), building on insights from Self-Determination Theory and the so-called extended attachment perspective. Specifically, this cross-sectional questionnaire study investigated how students' perceptions of the student-teacher relationship and teachers' perceived anti-prejudice norms were associated with RWP motivations among both ethnic minority and majority students. The data were collected among 1101 ethnic majority and minority students (80.2% majority, 51.3% girls, Supplementary Information: The online version contains supplementary material available at 10.1007/s11218-026-10196-z.
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