Persona:
Lois García, David

Cargando...
Foto de perfil
Dirección de correo electrónico
ORCID
0000-0003-2858-6464
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Lois García
Nombre de pila
David
Nombre

Resultados de la búsqueda

Mostrando 1 - 2 de 2
  • Publicación
    Prejudice against members of a ridiculed working-class group
    (Wiley, 2020-03-09) Vázquez Botana, Alexandra; Lois García, David
    In five experiments, we examined the stereotypes, emotions, and behavioural intentions associated with a Spanish working-class group, known as chonis. We described a student (Experiments 1–3) or job candidate (Experiments 4–5) and presented participants with a picture showing a woman characterized either as choni or posh (an upper-class group, Experiments 2–4) or with no picture (Experiments 1, 3–5). Depending on the condition, explicit information about her high social class (Experiment 1), performance (Experiment 3), or category (Experiment 5) was provided. Participants evaluated the candidate more negatively, felt less admiration, and were less willing to interact with her or to recommend her for a job when she was categorized as choni as compared to the other categories. These effects disappeared if the student/candidate had high socioeconomic status or performed excellently in the academic domain, but they were magnified for highly (vs. weakly) materialistic individuals. Class prejudice apparently has harmful effects on disadvantaged individuals, but can be mitigated by explicit information.
  • Publicación
    The role of subjective socioeconomic status in predicting academic performance: exploring the mediating influence of sense of belonging among students in a distance learning university
    (Cambridge University Press, 2024-03-07) Vázquez Botana, Alexandra; Alba Langreo, Beatriz; Lois García, David; García Ael, Mª Cristina; Bustillos López, Antonio
    Building upon existing research conducted in face-to-face universities, our research explored whether, in the context of a distance learning institution, the positive association between subjective socioeconomic status and academic performance can be explained by students’ sense of belonging. To that end, we conducted a three-wave correlational study with 2,261 students enrolled in Social Psychology in a distance learning university. At the start of the academic year, we measured participants’subjective socioeconomic status relative to other students alongside their initial expectations in terms of time investment and grades and other relevant covariates. Midway through the course, we assessed their sense of belonging to the university and, at the end, we recorded their grades. Results suggested that sense of belonging potentially serves as a mediating factor in the positive relationship between subjective socioeconomic status and grades even after accounting for variables like initial grade expectations, time commitment, gender, age, and employment situation. These findings emphasize the pivotal role of students’ psychological connection to the university in shaping their academic achievement, even within the expanding landscape of distance education.