자연주의적 탐구조사(Naturalistic Inquiry)

Thank you for downloading using multivariate statistics. As you may know, people have look hundreds times for their favorite novels like this using multivariate statistics, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop. using multivariate statistics is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection saves in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the using multivariate statistics is universally compatible with any devices to read.

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

Work avoidance goals, which refer to wanting to do as little as possible in school, are detrimental to school success. Given its maladaptive nature, studies have investigated the antecedents of work avoidance, such as the role of personal characteristics and social-contextual factors. The influence of one’s classmates, however, remains under-explored. Drawing from social contagion research, we examined whether work avoidance goals spread among classmates. Questionnaires were administered to 1524 adolescent students nested within 50 classes. Two waves of data were collected one semester apart. Multilevel modeling was used to analyze the data. Results showed that a student’s work avoidance in Time 2 was predicted by his/her classmates’ work avoidance in Time 1. These results held even after controlling for one’s own Time 1 work avoidance. Moreover, work avoidance goals led to higher levels of disengagement and lower levels of engagement. The findings demonstrate that work avoidance goals are socially contagious and that they have negative consequences for students’ engagement. This study extends our theoretical understanding of work avoidance by highlighting the vital role played by one’s classmates in shaping students’ avoidance of schoolwork and the deleterious consequences that come with it.

/pdf/the-social-contagion-of-work-avoidance-goals-in-school-and-1t56ilfr2h.pdf

The social contagion of work avoidance goals in school and its influence on student (dis)engagement

The international student population is steadily increasing. However, we know little about what happens to their academic motivation as they transit from their home culture into a new host culture. This gap in knowledge needs to be addressed given that motivation is a key driver of academic success. The aim of this chapter is to examine factors that can influence international students' academic motivation during and after transition. Three broad theoretical frameworks drawn from the acculturation literature – culture learning theory, stress and coping theory, and social identification theory – are proffered to help understand the impact of the transition on student motivation. It seems inevitable that student motivation will generally decline during the early phases of the transition. This may be due to the differences in sociocultural norms between the home and host culture, the variety of stressors that international students face, and the potential impact of stereotyping and discrimination. However, the extent and duration of this decline could be moderated by a variety of personal (e.g., language proficiency, personality, acculturation strategies, reasons for going abroad) and contextual (e.g., cultural distance, social support) factors. Examples of intervention programs that can buffer against motivational decline are given. Implications for theory and practice are discussed.

Studying 'a thousand miles away': The motivational implications of cross-cultural transitions

The aim of the present study was to investigate how different types of social goals (social affiliation, social approval, social concern, and social status) were related to students’ learning strategies. Secondary students (N = 697) from Hong Kong answered the relevant questionnaires. Results indicated that social concern and social status goals were positively associated with deep learning and achieving learning strategies. Theoretical and practical implications are discussed.

Ronnel B. King

Papers

The social contagion of work avoidance goals in school and its influence on student (dis)engagement

Studying 'a thousand miles away': The motivational implications of cross-cultural transitions

Examining the links between social goals and learning strategies

Emotional contagion: A cross-cultural exploration of how teachers’ enjoyment facilitates achievement via students’ enjoyment

Mobile-Assisted Seamless Chinese Learning Questionnaire