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Liem, Gregory Arief D.
- PublicationRestrictedThe roles of self-efficacy beliefs and teacher-student relationship (TSR) in student engagement: Perspective from Normal stream students(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; ; ; Express stream students rank amongst the top in international benchmarking comparisons in TIMMS and PISA, but those from the Normal Academic and Normal Technical streams obtain lower-than-average scores comparable to students from developing countries. Although a differentiated program has been specially tailored to cater to their pace of learning, many still fail to perform because educators may not have adequately considered the circumstances under which they are willing to participate and learn. Substantial research indicates that besides academics, a range of social, psychological, interpersonal and emotional factors also contribute to educational performance and achievement. To gain perspective on the respective contribution of multiple factors and encapsulate the systemic influences at individual and contextual factors on the long-term academic and non-academic trajectories of these students, this study uses a student engagement framework to unravel the educational challenges facing Normal stream students. Student engagement refers to a student’s active involvement in a task or activity and it captures the gradual process by which they connect with or disconnect from school. This framework describes students’ feelings (affective), behaviours and thoughts (cognitive) about their school experiences, and is predominantly used to understand student problems associated with significant academic or discipline problems and eventual school dropout in research situated in western contexts.32 13 - PublicationOpen AccessEducating for twenty-first century competencies and future-ready learners: Research perspectives from Singapore(Taylor & Francis, 2017)
; ; WOS© Citations 47Scopus© Citations 89 399 2138 - PublicationOpen AccessProblem-based Learning: A study on its impact on learners’ motivation, strategy use, learning processes and academic achievement.(National Institute of Education (Singapore), 2020)
; ; ; 156 275 - PublicationOpen AccessNurturing grateful and connected twenty-first century learners: Development and evaluation of a socially oriented gratitude intervention(Taylor & Francis, 2017)
; ; This study aimed to develop and examine the effects of a socially oriented gratitude intervention (SOGI) on secondary students’ gratitude level and interpersonal relationships. To these ends, we used a quasi-experimental research design: The experimental group (n=46) participated in the two-week intervention during a class subject focusing on character and citizenship education (CCE) while the wait-list control group (n=57) went on with regular CCE activities. All participants completed a questionnaire a week before and a month after the implementation of the SOGI and control activities. The changes in relatedness scores were statistically significant in relation to parents and peers, but not in relation to teachers. In particular, the experimental group generally maintained the quality of their relationship with their parents and peers while the control group reported a decline in these relationship domains. The change in gratitude levels did not differ significantly between the experimental group and control group, but the effect size associated with the mean gratitude change of the experimental group was found to be larger than that of the control group and comparable to what is commonly reported in other published gratitude intervention studies. The students’ feedback reveals the social, cognitive and affective benefits of the SOGI.WOS© Citations 11Scopus© Citations 11 450 523 - PublicationEmbargoGroups, goals, and growth: How peer acceptance shapes student development in co‐curricular activities
Background Compared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs).
Aims
This study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals serving as a linking factors.Sample
Participants were 517 Primary-3 to Primary-6 students in Singapore (50.7% female; Mage = 10.58, SDage = 1.08). These students took part in various CCA groups classified into Physical Sports (34%), Visual and Performing Arts (31%), Clubs and Societies (24.2%), and Uniformed Groups (10.8%).Methods
The same survey was administered at two time points within a school year, with an interval of 24–26 weeks between them.Results
Perceived CCA peer acceptance early in the school year was significantly related to changes in both academic and non-academic outcomes later in the year, primarily through mastery goals. Mastery goals were positively associated with gains across all developmental outcomes, including school belonging, educational aspirations, classroom engagement, lifelong learning, teamwork disposition, and leadership skills. In contrast, performance goals were linked to gains in leadership but slight declines in teamwork and lifelong learning.Conclusions
These findings have theoretical implications for researchers studying peer relationships in CCAs and their impact on children's academic and non-academic development, as well as for practitioners optimizing the benefits of school-based CCA involvement.20 6 - PublicationMetadata onlyTeacher-student relationship and student engagement: The moderating role of educational hopeThis Singapore study involved a sample of 3776 secondary school students to examine the role of educational hope in moderating the relationships between teacher-student relationship dimensions (instrumental help, emotional support, relationship satisfaction, relationship conflict) and student engagement dimensions (perceived importance of schooling, school belonging, and effort expenditure). Besides its main associations with the student engagement dimensions, educational hope was found to be a significant moderator in the relationships (a) between perceived teacher instrumental help and perceived importance of schooling, and (b) between perceived teacher emotional support and effort expenditure, such that students high on perceived instrumental help or teacher emotional support and educational hope were also those high on the perceived importance of schooling or effort expenditure. This study demonstrates that the constructs, though theorised in Western contexts, have empirical utility and relevance for understanding the engagement of students in the Singapore context. Implications arising from this study are discussed.
WOS© Citations 3Scopus© Citations 4 179 - PublicationOpen AccessThe roles of self-efficacy beliefs and Teacher-Student Relationship (TSR) in student engagement perspectives from Normal Stream students(National Institute of Education (Singapore), 2017)
; ; ; ; 284 425 - PublicationRestrictedCRPP core research program: Year three progress report(2007-05)
203 87 - PublicationOpen AccessDesigning an instrument to measure 21st century values and competencies(National Institute of Education (Singapore), 2019)
; ; ; 119 254 - PublicationOpen AccessParticipation in school-based co-curricular activities and student development: A motivation and engagement perspective(National Institute of Education (Singapore), 2018)
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