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

ABSTRACT Research experience is widely used in quality assurance exercises to benchmark postgraduate education at the institutional level. However, individual differences in students’ research experience have been largely neglected. Furthermore, little is known about how differences in students’ research experience are associated with skill development and overall satisfaction. This study addressed these gaps using an explanatory sequential mixed-methods design. Study 1 was a quantitative study that involved surveying 590 research postgraduate students (i.e. 421 PhD and 168 MPhil students). A person-centered approach, specifically latent profile analysis, was used to analyze the data. Our findings revealed that students could be divided into three groups based on their research experience: rewarding, ordinary, and unsatisfactory. Those with a rewarding research experience experienced greater development in their skills and higher levels of satisfaction, while those in the unsatisfactory group demonstrated the worst outcomes. Study 2 was a qualitative study that involved interviews with 10 PhD students. The qualitative findings largely triangulated the quantitative results but also uncovered emerging themes, including the importance of student-supervisor misfit, publication pressure, and the COVID-19 pandemic context. Theoretical and practical implications of these findings are discussed.

The research experience of postgraduate students: a mixed-methods study

Background Past studies on emotions have mostly focused on mean levels of positive and negative emotions. In recent years, the concept of emotional diversity (emodiversity) which refers to the variety and relative abundance of emotions was introduced and was found to have important implications for mental and physical health. However, its role in the educational context is unexplored. Aims The current study aimed to examine how emodiversity is associated with indicators of optimal school functioning including engagement and achievement. Sample(s) Four hundred four Filipino high school students (M = 14.34, SD = 1.47; 55% female) and 10 class teachers participated in the study. Methods Students completed surveys measuring their emotions, emodiversity, and engagement, while class teachers rated their students' engagement. Finally, grades from the school were obtained at the end of the semester. Results Positive emodiversity-diversity of positive emotional experiences-was an independent predictor of academic engagement and school achievement over and above mean levels of positive and negative emotions. These results were found to generalize to self-reported and teacher-reported outcomes as well as more objective measures of achievement. Moreover, findings remained robust after controlling for demographic variables such as gender and year level. Conclusions Positive emodiversity is associated with higher engagement and achievement suggesting the importance of emodiversity in the educational context.

Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement.

Grit, or more specifically the perseverance dimension of grit, positively predicts academic achievement. Yet the mechanisms through which grit might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorization, elaboration) and motivational beliefs (instrumental motivation and self-efficacy) on the predictive relations of students’ perseverance to their academic achievement in multiple school subjects (reading, mathematics and science). The sample for the study came from the PISA 2000 dataset and included 24,352 population representative 15-year-old students from six PISA-participating countries representing distinct cultures: East Asia (HongKong and the Republic of Korea) and English-speaking Western culture nations (Australia, New Zealand, Scotland and the US). Students’ perseverance positively predicted their strategy use, motivation, and achievement, and the effects were of similar magnitude across subject areas, but stronger in East Asian cultures. Mediation analysis indicated that motivation and self-regulated strategy use mediated the effect of perseverance on achievement; these effects were stronger in Asian cultures. There were cultural differences in which perseverance showed indirect effects through different mediators on achievement; self-efficacy and control strategy had positive and substantially stronger indirect effects in Western countries. Instrumental motivation, memorisation and elaboration strategy use showed more negative indirect effects in Western countries. The results provide important new information on the relationship between perseverance and achievement in different countries, cultures, and domains, and so have important implications for educational practice in these countries.

Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science : A Mediational and Cross-Cultural Study

The COVID-19 pandemic has presented as one of the largest educational disruptions in recent times. It has wrought significant challenges to not only teaching and learning but also well-being. Students have experienced significant learning loss during the pandemic (Engzell et al., 2021; Skar et al., 2021; Storey & Zhang, 2021) and a decline in well-being among some student, teacher, and parent populations (Golberstein et al., 2020; Rajkumar, 2020). School closures have been enforced in almost every country creating immense change to the learning and teaching experiences of more than 1.7 billion students and their families spread over 188 countries (Schleicher, 2020). The impact of COVID-19 has been felt across all school and educational settings, including higher education, necessitating students, teachers, and educational practitioners to re-imagine education. In this special issue, we invited contributors to discuss the challenges and possibilities that students, teachers, and parents faced during the COVID-19 pandemic, identify the opportunities for adapting to the long-term challenges of the pandemic, and propose recommendations for educational systems grappling with the consequences of the pandemic for a world where COVID is endemic. This SI is global in scope and focuses on the nexus of teaching, learning, and wellbeing. It not only covers work done in Western developed countries such as the US and the UK but also highlights research in other parts of the world including Bangladesh, Chinese Mainland, Hong Kong SAR, India, the Philippines, Singapore, Turkey, and Vietnam. The articles are organized into two broad parts: teaching and learning (Part 1) and well-being (Part 2). The first four papers focus on issues of teaching and learning (Easterbrook et al., 2022; Foreman-Brown et al., 2022; Roy et al., 2022; Spiteri et al., 2022). They highlight the challenges faced by students and teachers during the shift to online teaching and learning and proffer some solutions to address these challenges. The second section concentrates on wellbeing related to students, teachers, and parents. The papers in this section provide potential solutions to maintain or increase well-being during uncertain times such as COVID-19 (Akdeniz & Gültekin Ahçı, 2022; Galanza et al., 2022; Harrison et al., 2022; Pham & Phan, 2022; Saw et al., 2022; Shenoi et al., 2022; Tan et al., 2022; Tiwari et al., 2022; Wang et al., 2022).

Ronnel B. King

Papers

The research experience of postgraduate students: a mixed-methods study

Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement.

Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science : A Mediational and Cross-Cultural Study

Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: challenges, opportunities, and recommendations

Understanding Chinese Students' Well-Being: A Machine Learning Study