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

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

Self-determination theory argues that students' intrinsic motivation is cultivated when teachers teach in ways that meet students' basic psychological needs for autonomy, competence, and relatedness (i.e., need-supportive teaching). However, the suspension of in-person teaching and learning due to the COVID-19 pandemic has urged teachers to search for strategies to practice need-supportive teaching online. This study tested the effect of need-supportive task instruction on students' situational intrinsic motivation in an online language learning task. We also examined whether the ensuing intrinsic motivation on the task would positively predict task performance directly or indirectly through self-assessment practice. Controlling for pre-test situational intrinsic motivation, secondary school students randomly assigned to the need-supportive task instruction (n = 56) showed significantly higher situational intrinsic motivation than those in the control group (n = 50). The need-supportive task instructions had a medium effect size on intrinsic motivation. Although such intrinsic motivation had no direct effect on task performance, it yielded significant indirect effects via self-assessment practice. Post-hoc moderated mediation analysis demonstrated that the indirect effect of intrinsic motivation on task performance was specific to students in the need-supportive task instruction group. Overall, need-supportive statements embedded in task instructions generated increased intrinsic motivation on an online task. As schools transition to the new normal of education, this study presents a unique opportunity for educators to implement theoretically informed, brief, and sustainable interventions to support students' motivation and learning online. 

Supporting students' intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance

While previous research has mainly emphasized how work avoidance goals lead to academic disengagement, there is a lack of research on reciprocal relations between work avoidance goal pursuit and the experience of disengagement. In this study, I not only suggest that work avoidance increases disengagement but that disengagement can also enhance subsequent work avoidance goal adoption. A full cross-lagged analysis was used to test reciprocal relations between work avoidance goals and disengagement. Filipino high school students (N = 848) answered the relevant questionnaires across two time points spread over a half-year interval. Results showed that T1 work avoidance goals had an impact on subsequent T2 disengagement and that T1 disengagement also had an impact on T2 work avoidance goals. Moreover, temporal stability was also shown for both work avoidance and disengagement. Implications and directions for future research are discussed.

The Dark Cycle of Work Avoidance Goals and Disengagement: A Cross-Lagged Analysis

The purpose of this study was to examine the associations of teacher support and teacher–student relationship with the academic engagement of 1469 Secondary 1 (Grade 7) students in Singapore. The students were identified as academically at risk based on the results of a national test given at the end of Primary 6 (Grade 6). Teacher autonomy and competence support, along with trust accorded to teachers, were found as significant positive predictors of the students’ academic engagement. In general, alienation of students from teachers and quality of students’ communication with teachers did not emerge as significant predictors of academic engagement. It was also found that, compared to the students in the high-risk group, the students in the low-risk group tended to be more engaged in class and perceived higher levels of trust and competence support from their teachers. There was no significant difference in the degree of teacher autonomy support that was reported by low-risk and high-risk students. However, teacher autonomy support was found to be the strongest predictor of academic engagement for the entire sample of at-risk students, as well as in separate analyses focusing on high- and low-risk students. Implications for future research and school practice are discussed.

Academically at-risk adolescents in Singapore: The importance of teacher support in promoting academic engagement

Abstract Studies on utility value, metacognitive strategies, and achievement have usually examined these variables in a static manner. However, each of these variables changes across time and the relationships among them are dynamic. Hence, studies that examine changes in individual trajectories (change in each variable over time) and concurrent trajectories (how relationships among the variables change over time) are needed. The current study examined both the individual and concurrent trajectories of utility value, metacognitive strategies, and achievement using a three-wave longitudinal sample of 6,776 Hong Kong secondary students (Mean age at Time 1 = 13.23, SD = 1.06). Results of the latent growth models indicated that intrinsic utility value declined while achievement increased across three years. Multivariate latent growth modeling showed that students who started with higher levels of metacognitive strategy use experienced a slower decline in intrinsic utility value. Moreover, the faster metacognitive strategy use increased over the years, the slower intrinsic utility value declined and the faster achievement increased. This study suggests the importance of examining the dynamic relationships among motivation, strategy use, and achievement.

Ronnel B. King

Papers

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

Supporting students' intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance

The Dark Cycle of Work Avoidance Goals and Disengagement: A Cross-Lagged Analysis

Academically at-risk adolescents in Singapore: The importance of teacher support in promoting academic engagement

The Concurrent Trajectories of Utility Value, Metacognitive Strategy Use, and Achievement