자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Evaluating Model Fit

Self-Directed Learning, A Guide for Learners and Teachers

Past studies that explored the antecedents of achievement goals have mostly focused on the role of personal characteristics and parental/teacher influences However, the role of one’s classmates has not been given much attention Drawing on the concept of goal contagion, the present study aimed to examine whether classmates’ achievement goals influence one’s achievement goals We recruited 848 secondary school students nested within 30 classes and asked them to answer relevant questionnaires at Time 1 and Time 2 Multilevel analysis was used to examine whether classmates’ achievement goals at Time 1 predicted one’s achievement goals at Time 2 thereby demonstrating achievement goal contagion To rule out alternative explanations, we controlled for baseline achievement goals at Time 1, social desirability bias, and other relevant demographic factors Results indicated that mastery-approach, performance-approach, and performance-avoidance goals were contagious, but mastery-avoidance goals were not Our study highlights the importance of understanding achievement goal contagion among classmates

Achievement Goal Contagion: Mastery and Performance Goals Spread among Classmates.

Numerous studies have shown that learning is enhanced when students show interest in the subject matter. However, educators continue to grapple with the challenges, or simply do not recognize their potential roles, in the development of students’ academic interest and interest in learning in general. This conceptual paper is written under the auspices of the interest-driven creator (IDC) initiative, a theoretical synthesis effort carried out by a group of educational researchers in Asia. The intention is to co-construct a holistic developmental/design framework to guide the students in fostering their learning interests, capabilities in creation, and learning habits—the three anchored concepts of IDC theory. This paper focuses on delineating a three-component “interest loop” to guide the design of a coherent learning process that encompasses a series of learning tasks. The three components are triggering interest, immersing interest, and extending interest. Underpinned by the rich literature on interest development, we will propose suitable design strategies for each of the three components, namely, curiosity, flow, and meaningfulness, respectively. We will then explicate their respective design considerations/principles to maximize the intended effects.

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IDC theory: interest and the interest loop

The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N = 1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed.

Social Influences on Students’ Academic Engagement and Science Achievement

Time perspectives have been found to be related to a wide range of psychological phenomena. However, in the educational context, there remains to be a lack of research on how they relate to important academic outcomes. Therefore, the aim of this research was to examine how time perspectives are related to educational outcomes such as engagement, its opposite disaffection and achievement. A model positing time perspectives as antecedents, engagement and disaffection as mediators, and academic achievement as an outcome was proffered. Filipino university students were recruited to answer relevant questionnaires. Results showed that future and past-positive time perspectives were positively associated with engagement and negatively associated with disaffection. Past negative and present fatalistic time perspectives were associated with disaffection. Interestingly, present fatalistic time perspective was related to both positive (engagement) and negative (disaffection) outcomes. A cultural explanation was prop...

Ronnel B. King

Papers

Achievement Goal Contagion: Mastery and Performance Goals Spread among Classmates.

IDC theory: interest and the interest loop

Social Influences on Students’ Academic Engagement and Science Achievement

Does your approach to time matter for your learning? The role of time perspectives on engagement and achievement

The psychology of Asian learners: A festschrift in honor of David Watkins