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Chan, Melvin Chee Yeen
Preferred name
Chan, Melvin Chee Yeen
Email
melvin.chan@nie.edu.sg
Department
Office of Education Research (OER)
ORCID
22 results
Now showing 1 - 10 of 22
- PublicationOpen AccessCORE 2018: A quantitative study of teaching and learning in Singapore classrooms(National Institute of Education (Singapore), 2022)
; ; 184 281 - PublicationOpen AccessLearning of mathematics: A metacognitive experiences perspective(Springer, 2024)
; WOS© Citations 1Scopus© Citations 4 161 186 - PublicationOpen AccessThe importance of career clarity and proactive career behaviours in predicting positive student outcomes: Evidence across two cohorts of secondary students in SingaporeAs twenty-first century careers become more flexible, interest-oriented, and self-directed, the clarity of career goals alone is no longer sufficient. To better prepare students for the future world of work, engagement in proactive career behaviours is essential. The present study investigated the predictive relationships of career goal clarity, proactive career engagement, and positive student outcomes across two large-scale samples of Secondary students in Singapore. Among 16-year-old students, 10% (n = 1,166) have not decided on their career goals while the proportion was 22% (n = 867) among 15-year-olds in Study Two. Structural equation modelling indicated positive effects of career clarity on proactive engagement and students’ confidence in future outcomes (Study One). Study Two extended the findings by examining a different outcome variable – inventive thinking. Consistent results from both studies extend the external validity of the measures used. Across both studies, engagement in proactive career behaviours acts as a psychosocial buffer against low career clarity in the attainment of positive student outcomes. As proactive behaviours involve intentional self-regulatory processes that lie at the cornerstone of motivational and self-cognitive social theories, the findings of this research may well generalize to other research domains in terms of how the regulation of goals influence positive outcomes.
WOS© Citations 5Scopus© Citations 7 141 958 - PublicationOpen AccessAchievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study
Background
There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.Aims
This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation).Sample
Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore.Methods
Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality.Results
Four profiles were identified: Average-All, Low-All, High-All and High-Approach. These profiles differed across covariates and correlates, with High-Approach students associated with positive outcomes and High-All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High-Approach profile than Average-All and Low-All, but not High-All.Conclusion
Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.WOS© Citations 1Scopus© Citations 3 136 109 - PublicationOpen AccessDevelopment of a tool for decision making on subject placement in secondary schools(National Institute of Education (Singapore), 2022)
; ; 90 123 - PublicationOpen AccessSelf-construal and students’ math self-concept, anxiety and achievement: An examination of achievement goals as mediators(Wiley, 2014)
; ; This study examines the role of self-construal in student learning by testing a mediation model: through math achievement goals, self-construal predicts math self-concept and anxiety, which further predict math achievement. A sample of 1196 students from 104 Singapore secondary classes took a survey and a math achievement test. The results from multi- group structural equation modeling supported measurement invariance and equal path coefficients in the mediation model between boys and girls. Interdependent self-construal predicted positively mastery approach and avoidance goals, through which interdependent self-construal had a positive total indirect effect on math anxiety. Independent self-construal predicted positively mastery approach, performance approach and performance avoidance goals, and through the two approach goals, high independent self-construal was associated with high math self-concept. Overall, self-construal was not associated with math achievement. The findings enhance our understanding of achievement motivation from a sociocultural perspective and help explain East Asian students’ relatively higher anxiety and lower self-concept in comparison with their Western counterparts reported in international studies.WOS© Citations 34Scopus© Citations 46 510 1099 - PublicationEmbargoThe 4Cs in youth sport: Investigating psychometric multidimensionality, measurement invariance and criterion-related validityThe 4Cs of positive youth development have been proposed as an appropriate framework for assessing athlete outcomes across various sport domains. However, the psychometric multidimensionality of the full 4C model has not been rigorously investigated. This study examined the psychometric multidimensionality of the 4C model, comprising 10 subfactors, among youth team sport athletes (N = 510). We systematically compared confirmatory factor analyses and exploratory structural equation modelling (ESEM), along with their bifactor and hierarchical extensions, and discussed the empirical and practical appropriateness of these models. We further examined construct validity by testing measurement invariance over gender and sport type (contact, non-contact), and criterion-related validity on different aspects of peer motivational climate. ESEM was the optimal model, exhibiting construct and practical utility. Measurement invariance was broadly observed with four variant items; implications are discussed. Peer mastery climate was associated with positive outcome factors (e.g., competence, connection), while peer ego climate was associated with less desirable sport character (i.e., antisocial behaviours).
47 40 - PublicationOpen AccessA multilevel SEM study of classroom talk on cooperative learning and academic achievement: Does cooperative scaffolding matter?Although exploratory talk between teachers and students and amongst students can promote positive learning experiences and cognitive development, it is the former that has dominated much of contemporary classroom discourse. Research over the past four decades has not provided a convincing response to whether some modes of talk may be more beneficial, and in what order. Using a quantitative approach, students were surveyed on five facets of classroom talk and teacher scaffolding of cooperative learning. Academic performance and background (individual and classroom compositional) characteristics were also examined. Findings are broadly consistent with literature in regard to the dominance of presentational teacher questions. However, conventional recitation instruction appears to be educationally valuable when used skillfully with exploratory talk and cooperative teacher scaffolds.
WOS© Citations 7Scopus© Citations 11 378 294 - PublicationOpen AccessCreating lifelong learners: Investigating metacognition as support for learning and learning transfer(National Institute of Education (Singapore), 2022)
; ; ; ; Wu, Longkai333 392 - PublicationOpen Access
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