Study orchestrations and motivational differences in a mathematical context
The aims of this study are to examine the learning approach profiles, or study orchestrations, of 357 pre-university students and its relations to academic achievement and motivation. As study orchestrations are context-specific, the current research is based on the subject of mathematics. Results indicated that four types of study orchestrations emerged: high-high, high-low, high-mid and low-low in deep and surface learning. Students with a high-high and high-low study orchestration had the highest academic achievement and intrinsic motivation. The level of identified regulation differs across all clusters whereas there were no significant differences in introjection except for the low-low study orchestration. External regulation is associated mainly with surface learning. Amotivation is associated mainly with a lack of deep learning.
Development and validation of a critical thinking disposition scale.
The purpose of the research study was to develop and validate a critical thinking disposition scale based on the definition provided by Ennis (1996). The research questions are: 1. What type of dispositions contribute towards critical thinking? 2. Is the critical thinking dispositional scale that is developed valid and reliable?
Students’ motivation and learning approach : cultural diversity and personality differences
This dissertation presents two empirical studies that investigate variations in motivation, approaches to learning and academic achievement and their relations between various subgroups of students. Adopting a self-determinant perspective, the first study focussed on contextual differences whilst the second study focussed on personality differences. The sample in both studies were 401 diploma students studying at a private educational institute in Singapore.
Study 1 examined motivational and learning differences between local and international students. Results of independent t-tests showed that there was a significantly higher level of intrinsic motivation, identified regulation, external regulation, deep learning, surface learning and academic achievement in international students. Multi-group path analysis also showed similarities and differences in the relations among perceived psychological need support, motivation, learning strategies and achievement between local and international students.
Study 2 examined motivational and learning differences between personality types. Results of a cluster analysis indicated that students can be grouped into three personality types, namely undercontrolled, average and resilient. A one-way ANOVA showed that undercontrolled students had significantly lower level of perceived psychological needs support, identified regulation and deep learning but a higher level of amotivation than average and resilient students. Multi-group path analysis also showed similarities and differences in the relations among perceived psychological need support, motivation, learning strategies and achievement across the three personality types.
The findings from both studies demonstrates the importance of being aware of cultural and individual differences between various subgroups of students so that the appropriate motivational and learning strategies can be applied.
Cultural issues in measuring flourishing of adolescents
The positive psychology movement has led to an increasing number of individuals, organizations and countries to recognize the importance of supporting and promoting the state of wellbeing in adolescents. To achieve this goal, it is necessary to have a valid and reliable measurement of wellbeing. Several instruments have been developed for this purpose, each differing on the number and type of domains. However, many of these instruments were developed in western societies and therefore, highly dependent on the needs and priorities of these cultures. These instruments may or may not be relevant in the Asian context. Using Hofstede’ proposed cultural dimensions, which include Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, Long/Short Term Orientation and Indulgence/Restraint, this chapter will examine the various types of instruments that were designed to measure wellbeing in adolescents and their validity in Asian societies. The review suggests that more evidence-based evaluations of measurement tools are required to ensure that the instruments are well-suited for the different socio-cultural contexts.
Optimism and perseverance: Examining interrelations with test anxiety and academic achievement
Over the past two decades, there has been increasing attention in research into associations between student well-being and academic achievement. Notably, dimensions of perseverance and optimism have been found to influence students positively. However, results pertaining to the joint contribution of optimism and perseverance to academic achievement have rarely been examined. Furthermore, few studies have investigated these key constructs among student samples outside of the Western context, limiting our understanding of the nature of their relationships among these adolescents. In the present study, we posit that test anxiety is a pathway through which perseverance and optimism impacts academic achievement. Accordingly, the research aims to investigate the relationship between perseverance, optimism, test anxiety, and academic achievement. Additionally, we examine for gender differences in perseverance, optimism, and test anxiety. The participants were 2017 secondary one students (763 boys, 1254 girls). Results indicated that a) optimism predicted academic achievement via a direct path and a mediated path through test anxiety, b) perseverance predicted academic achievement solely through a direct pathway, and c) boys indicated a significantly higher value of optimism and a lower level of cognitive test anxiety when compared to girls. This study highlights the importance of optimism and perseverance for students. A key implication to education is that it may be essential to implement optimism interventions paired with perseverance interventions to achieve more effective results. Moreover, given the mediational role test anxiety plays, increasing optimism may also lead to reduced test anxiety and thus better academic performance.
The role of achievement emotions in team-based learning
Team-based learning (TBL) is an alternative instructional method that has been shown to lead to positive concrete academic performance outcomes. However, whilst academic performance is important, we should also not neglect other non-tangible student outcomes such as the emotions experienced during the TBL sessions and improvements in student’s learning. Hence, in the current study, we aim to examine (1) the academic performance of TBL vs traditional lessons, (2) the differences in achievement emotions of student in TBL vs traditional lessons and (3) the perceived effectiveness of TBL lessons. A within-subjects research design was employed in which students participated in sessions using the TBL approach followed by sessions using the normal approach. Participants were 239 postgraduate students (81 men and 158 women) enrolled in the field of education. Measures used were the achievement emotions questionnaire, a perceived effectiveness of TBL questionnaire and the students performance on a quiz at the end of the module. Results indicated that students had a higher level of enjoyment and a lower level of boredom and anger in TBL lessons. From both the individual and team perspective, students had positive perceptions about the effectiveness of TBL. However, students performed better for topics that were taught via traditional methods compared to topics taught via TBL.
Modifying the PERMA profiler to assess student well-being
Student well-being is inexorably bound to modern educational systems and schools have an inherent responsibility to examine student well-being. It is vital that schools have at their disposal a valid and reliable measurement tool to assess student well-being. A popular conceptual framework of well-being is the PERMA model (positive emotions, engagement, relationships, meaning, and a sense of accomplishment). The PERMA-Profiler is a scale that focuses exclusively on measuring these factors. However, results from previous validation studies have been mixed with issues arising from items on engagement and its model structure. Thus, the aims of the present study were to (1) modify the PERMA-Profiler to assess student well-being in secondary schools, and (2) evaluate the psychometric properties of the modified PERMA-Profiler. Study one included focus group discussions with 5 teachers and 20 students, followed by a preliminary trial to 387 secondary one (year 7 equivalent) students (194 boys, 193 girls). Several items were modified after analysing the results from study one. Study 2 aimed to validate the amended questionnaire by extending its administration to 3788 secondary one students (2202 boys, 1586 girls) over 17 schools. Results indicated that the questionnaire exhibited good psychometric properties, namely (a) it had excellent reliability indices of coefficient omega, (b) convergent validity was established with school satisfaction and test anxiety and (c) it demonstrated excellent fit with a five-factor model. Furthermore, there was measurement invariance between gender. The modified PERMA-Profiler shows promise as a valid and reliable measurement of student well-being in secondary schools.
Exploring associations of positive relationships and adolescent well-being across cultures
A recurrent dimension occurring in wellbeing models pertains to positive relationships of individuals. Yet there is little information elucidating the link between positive relationships and subjective wellbeing in different cultures. Thus, the aims of this paper were (1) to examine whether there is an association between positive relationships and adolescent wellbeing across several culturally distinct countries and (2) explore whether the association between positive relationships and adolescent wellbeing differed for these countries along the cultural dimensions of individualism/collectivism and indulgence/restraint. Well-being measures were obtained from the large-scale assessment PISA 2018 and cultural dimensions indices were obtained. The results provide compelling evidence that positive relationships are positively associated with both affective and eudemonic wellbeing. Furthermore, there may be a greater association between positive relationships and positive affect in collectivist-indulgent countries than in collectivistic restraint countries. The study furthers our understanding of adolescent wellbeing across different cultural dimensions.
Differentiated instruction: A comparison of motivation and perceived competence between students with high and low readiness levels
Nowadays, differentiated instruction (DI) has become a widely discussed topic in many schools and educational institutes. However, whilst the notion of DI is not new, studies on the effectiveness of DI with respect to student outcomes remain relatively unclear. This may be due partly to the operationalization of DI as well as the narrow focus of many studies on academic performance, thus neglecting other pertinent student outcomes. To address this, the current study aims to examine the impact of a specific DI strategy, namely differentiating according to readiness level and student interest, on intrinsic motivation and perceived competence. Two classes of Primary Six (Year 6 equivalent) students participated in the study, of which one class was pre-classified as high readiness, whilst the other class was pre-classified as low readiness. The research design followed a quasi-experimental single group pre–post-test design and took place in English language classes over a period of five lessons. Results indicated that there was an increase in the level of students’ intrinsic motivation and perceived competence in both classes. However, there were no differences in the impact between students with high and low readiness levels. This study demonstrates the effectiveness of a specific DI strategy on intrinsic motivation and perceived competence.
Using the Rasch model to examine pre-service teachers approach to learning profiles
Examining the manner in which learning is organized for educators is an important aspect of educational research. However, one main overarching methodological concern with previous studies was the consistent treatment of Likert scales as an interval type data, that may have resulted in slight inaccuracies in the results. This study thus aims to introduce an alternative method using a Rasch model that may be more suitable to understand the learning profiles of educators. Participants were 352 students (106 male, 246 female) enrolled in a postgraduate program in education. The theoretical framework was based on deep and surface learning approaches and was measured using the instrument RASI. The measurement tool was first validated using the Rasch Rating Scale model and the ability measures of deep learning and surface learning for each student were computed. Analysis indicated that the data was an excellent fit for the Rasch model and that the categories for all items were clearly ordered. Both of the subscales captured most of the spread of person measures. Subsequently, a person-orientated approach was used on the ability measures to categorize the pre-service teachers. The cluster analysis on these ability measures indicated that four groups of students differing in their levels of deep and surface approach to learning were obtained, namely D+/S−, D+/S+, D/S−, and D−/S. Comparisons across clusters for age and gender showed that students with a high deep and low surface approach were significantly older than others. In summary, the present study has demonstrated an alternative method of cluster analysis to identify different learning profiles, by transforming ordinal survey data to an interval level data.