i-manager Publications

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 17 Issue 3

Creative Teaching: A Conceptual Framework
Examining Measurement Invariance of Different SWLS Measurement Models According to Gender
Sources of Geography Class Enjoyment and Boredom among Bhutanese Secondary School Students
The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy
Academic Stress among Higher Secondary School Adolescents during the Covid-19 Pandemic Context
Development and Validation of Emotional Competence Scale (ECS) for Upper Primary School Students

Most Cited

Volume 3 Issue 3 November - January 2010

Article

Better Quality Collaboration: A Proposed Facilitating Relationship between Heedful Interrelating and Cooperative Learning

Sarah R. Daniel* , Brandon K. Vaughn**

* Doctoral Student, The University of Texas at Austin.

** Assistant Professor, The University of Texas at Austin.

Sarah R. Daniel and Brandon K. Vaughn (2010). Better Quality Collaboration: A Proposed Facilitating Relationship Between Heedful Interrelating And Cooperative Learning. i-manager’s Journal on Educational Psychology, 3(3), 1-8. https://doi.org/10.26634/jpsy.3.3.1075

Abstract

Van den Bossche (2006) points to how fruitful collaboration is not merely the case of putting people with relevant knowledge together. Studies on collaborative learning suggest that group outcomes improve when members focus not only on the task but also on the interpersonal group processes (Johnson & Johnson, 2005). However, attempts to improve these processes, through training modules, are often divorce from the main group task. The concept of heedful interrelating (HI) offers a method for addressing the need for high quality interpersonal processes by its focus on the skills necessary for successful interrelating in the moment-by-moment interactions of members working to accomplish a task. HI is defined as interacting with sensitivity to the task at hand while at the same time paying attention to how a person’s individual actions affect group functioning. To interrelate heedfully requires that one notice, take careful action, and pay attention to the effect of that action (Weick & Roberts, 1993). HI’s focus is on how best to interrelate effectively, in real time, to reach the group goal. This article focuses on how HI provides a tangible framework for facilitating group members’ effective engagement in high quality interpersonal processing which, in turn, should translate into an increase in beneficial collaborative outcomes.

References

[1]. Asche, S. E. (1952). Social Psychology. Englewood Cliffs, NJ: Prentice-Hall.

[2]. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.

[3]. Barron, B. (2003). When Smart Groups Fail. Journal of the Learning Sciences, 12(3), 307-359.

[4]. Bijlsma-Frankema, K., de Jong, B., & van de Bunt, G. (2008). Heed, a missing link between trust, monitoring and performance in knowledge intensive teams. International Journal of Human Resource Management, 19(1), 19-40.

[5]. Cooren, F. (2004). The Communicative Achievement of Collective Minding: Analysis of Board Meeting Excerpts. Management Communication Quarterly, 17(4), 517- 551.

[6]. Cummings, J. N., & Ancona, D. G. (2005). The functional perspective. In S. A. Wheelan (Ed.), The Handbook of Group Research and Practice (pp. 107- 117). Thousand Oaks: SAGE Publications.

[7]. Dougherty, D., & Takacs, C. H. (2004). Team play: Heedful interrelating as the boundary for innovation. Long Range Planning, 37(6), 569-590.

[8]. Druskat, V. U., & Kayes, D. C. (2000). Learning versus Performance in Short-Term Project Teams. Small Group Research, 31(3), 328-353.

[9]. Heedful. (n.d.) In Dictinary.com. Retrieved from http://dictionary.reference.com.

[10]. Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75-96.

[11]. Interrelating. (n.d.) In Dictionary.com. Retrieved From http://dictionary.reference.com

[12]. Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning 5th editition. Boston: Allyn and Bacon.

[13]. Johnson, D. W., & Johnson, R. T. (2005). Learning groups. In S. A. Wheelan (Ed.), The Handbook of Group Research and Practice (pp. 441-461). Thousand Oaks: Sage Publications.

[14]. Johnson, D., Johnson, R., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.

[15]. Johnson, D. W., Johnson, R. T., Stanne, M. B., & Garibaldi, A. (1990). Impact of group processing on achievement in cooperative groups. Journal of Social Psychology, 130(4), 507-516.

[16]. Levine, J. M., & Moreland, R. L. (2004). Collaboration: The social context of theory development. Personality & Social Psychology Review, 8(2), 164-172.

[17]. O'Donnell, A. M. (2006). The role of peers and group learning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (pp. 781-802). Mahwah, N.J.: Lawrence Erlbaum.

[18]. Prichard, J. S., Bizo, L. A., & Stratford, R. J. (2006). The educational impact of team-skills training: Preparing students to work in groups. British Journal of Educational Psychology, 76(1), 119-140.

[19]. Roberts, K. H., & Bea, R. G. (2001). When Systems Fail. Organizational Dynamics, 29(3), 179.

[20]. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to now. Contemporary Educational Psychology, 21(1), 43-69.

[21]. Tallia, A. F., Lanham, H. J., McDaniel Jr, R. R., & Crabtree, B. F. (2006). Seven characteristics of successful work relationships. Family Practice Management, 13(1), 47-50.

[22]. Van den Bossche, P. (2006). Minds in Teams: The Influence of Social and Cognitive Factors on Team Learning. Datawyse, Maastricht, The Netherlands.

[23]. Volet, S., Summers, M., & Thurman, J. (2009). Highlevel co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128-143.

[24]. Vygotsky, L. (1987). The Collected Works of L. S. Vygotsky, Volume 1: Problems of General Psychology. In R. W. Rieber & A. S. Carton (Eds). New York: Plenum.

[25]. Weick, K. E., & Roberts, K. H. (1993). Collective Mind in Organizations: Heedful Interrelating on Flight Decks. Administrative Science Quarterly, 38(3), 357-381.

[26]. Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sensemaking. Organization Science, 16(4), 409-421.

Full Article (HTML)

Pdf

Article

Self Concept: Should we follow Cognitive or Social Construction with Students with Disabilities?

Laura Rader*

Professor of Special Education, Department of Educational Leadership and Special Education, The City College of New York.

Laura Rader (2010). Self Concept: Should We Follow Cognitive Or Social Construction With Students With Disabilities? i-manager’s Journal on Educational Psychology, 3(3), 9-17. https://doi.org/10.26634/jpsy.3.3.1076

Abstract

Initial Investigations into the development of self-concept have been largely descriptive and focused primarily on the concept of self-representation, namely, how the me-self evolves across childhood and adolescence. Investigators sought to document developmental differences in self-representation through coding of spontaneously generated descriptions of the self. These efforts identified broad, discontinuous, qualitative skills in how the self was described. However, there was little analysis of the structural organization of self-concept. Interest in self-processes has burgeoned in the past decade within many branches of psychology. Riding on the bandwagon of the cognitive revolution, self-theorists reconceptualized the self as a cognitive construction that is quite functional in bringing organization and meaning to one’s experiences. In addition to psychologists’ emphasis on self-concept, educators have become interested in the implications of self-concept among special populations within the school setting. Thus, this paper explores the common principles across these newer frameworks and provides educators with specific practical implications to use in the classroom.

References

[1]. Ainsworth, M. (1973). The development of infantmother attachment. In B. Caldwell & Ricciuto (eds). Review of Child development research (Vol. 3. pp. 1-94). Chicago: University of Chicago Press.

[2]. Ainsworth, M. (1974). Infant-mother attachment and social development. Socialization as a product of reciprocal responsiveness to signals. In M. Richards (Eds). The Integration of the child into the social world (pp. 99- 135). Cambridge, UK: Cambridge University Press.

[3]. Bannister, D., & Agnew, J. (1977). The child's construing of self. In J. Cole (ed). Nebraska Symposium on Motivation (Vol. 26. pp. 99-125). Lincoln: University of Nebraska Press.

[4]. Baumeister, R.F. (1987). How the self became a problem: A psychological adjustment to multiple sclerosis. Social Science and Medicine, 45(3) 411-418.

[5]. Baumeister, R.F. (1993). Understanding the inner nature of low self-esteem: Uncertain, fragile, protective, and conflicted. In R.F. Baumeister (ed). Self-esteem: The puzzle of low self-regard (pp. 201-218). New York, Plenum.

[6]. Bleiberg, E. (1984). Narcissistic disorders in children. Bulletin of Menninger Clinic, 48, 501-517.

[7]. Berry, J. W. (1994). Disability attitudes, beliefs and behaviors: Overview of an international project in community based rehabilitation. Paper presented at the XII International Congress on Cross-Cultural Psychology, Pamplona, Spain.

[8]. Berzonsky, M. (2004). Identity processing style, selfconstruction and personal epistemic assumptions: Asocial-cognitive perspective. European Journal of Developmental Psychology. 1(4) 303-315.

[9]. Blatt, S. J. (1995). Representational structures in psychopathology. In D. Cicchetti & S. Toth (eds). Rochester Symposium on Developmental Psychopathologyy: Emotion, cognition, and representation (Vol. 6, pp. 1-34). Rochester, Ny: University of Rochester Press.

[10]. Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss, sadness and depression. New York: Basic Books.

[11]. Bretherton, I. (1991). Pouring new wine into old bottles. The social self as internal working model. In M. R. Gunnar & L.A. Stoufe (Eds). Self processes and development: The Minnesota Symposia on Child Development (Vol. 23, pp. 1-41). Hillsdale, NJ:Erlbaum.

[12]. Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth, Developmental Psychology, 28, 759-775.

[13]. Byrne, B.M. & Schneider, B.H. (1988). Perceived competence scale for children. Testing for factorial validity and invariance across age and ability. Applied Measurement in Education, 1, 171-187.

[14]. Cambra, C., & N. Silvestre (2003). Students with special needs in the inclusive classroom: social integration and self-concept. European Journal of Special Needs Education Vol. 18, No2 pp 197-208.

[15]. Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.

[16]. Case R. (1992). The mind's staircase. Hillsdale, NJ :Erlbaum.

[17]. Cassiday, J. (1990). Theoretical and methodlogical consideration in the study of attachment and the self in young children. In M. T. Greenberg, D. Cicchetti, & E. M. Cummings (Eds). Attachment in the preschool years: Thoery, research and intervention (pp. 87-120). Chicago: University of Chicago Press.

[18]. Cicchetti, D. (1990). The organization and coherence of socioemotional, cognitive, and representational development. Illustration through a developmental psychopathology perspective on down syndrome and child maltreatment. In R. Thompson(Ed). Nebraska Symposium on Motivation. Sociemotional development (Vol. 36, pp. 266-375). Loncoln, University of Nebrasks Press.

[19]. Cicchetti, D. (1991). Fractures in the crystal: Developmental psychopathology and the emergence of self. Developmental Review, 11, 271-287.

[20]. Cicchetti, D., & Beeghly, M. (1990). Perspectives on the study of the self in atypical populations. In D. Cicchetti &M. Beeghly (Eds). The self in transition: Infancy in childhood (pp 1-15). Chicago: University of Chicago Press.

[21]. Coleman, J. M. (1983). Handicapped labels and instructional segregation: Influences on children's selfconcepts versus the perceptions of others. Learning Disability Quarterly, 6, 3-11.

[22]. Coleman, J.M. (1985). Achievement level, social class, and the self-concepts of mildly handicapped children. Journal of Learning Disabilities, 18, 26030.

[23]. Cook, P., Pande, N., Berry, J. W. Samuel, M. Maclachlan, M., & Lie, G.T. (1994). Culture, health and disability. Paper presented at the XII International Conference of Cross-Cultural Psychology, Pamplona, Spain.

[24]. Costanzo, P.R. (1991). Morals, mothers and memories: The social context of developing social cognition. In R.Cohen &R. Siegal (Eds.) Context and development (pp. 91-132). Hillsdale, NJ: Erlbaum.

[25]. DeLoach, C. (1981). Adjustment to severe disability: Metamorphosis. New York: Mcgraw-Hill.

[26]. Epstein, S. (1973). The self-concept revisited or a theory of a theory. American Psychologist, 28, 405-416.

[27]. Epstein, S. (1981). The unity principle versus the reality and pleasure principles, or the tale of the scorpion and the frog. In M.D. Lynch, A.A. Norem-Hebeisen, & K. Gergen (Eds.), Self concept: Advances in theory and research (pp. 82-110). Cambridge, MA: Ballinger.

[28]. Epstein, S. (1991). Cognition-experimental self theory: Implications for developmental psychology. In M.R. Gunnar & L.A. Sroufe (Eds.), Self processes and development: The Minnesota Symposia on Child Development (Vol 23, pp. 111-137). Hillsdale, NJ: Erlbaum.

[29]. Fischer. K.W. (1980), A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531.

[30]. Fists, W.H. (1972). The self-concept and behavior : Overview and supplement. Los Angeles: Western Psychological Services.

[31]. Fivush, R. (1987). Scripts and categories: Interrelationships in development. In U. Neisser (Ed.) Concepts and conceptual development: Ecological and intellectual factors in categorization, Cambridge, UK: Cambridge University Press.

[32]. Gordon, E. W. (1965). Characteristics of socially disadvantaged children. Review of Educational Research, 35, 377-388.

[33]. Graziano, W. G., & Waschull, S.B. (1995). Social development and self-monitoring. In N Eisenberg (Ed.), Social development: Review of personality and social psychology (Vol.15,pp. 233-260). London:Sage.

[34]. Greenwald, A.G. (1980). The totalitarian ego: Fabrication and revision of personal history. American Psychologist, 7, 603-618.

[35]. Guardo, CJ., & Bohan,mJ.B. (1971)0. Development of a sense of self-identity in children. Child Development, 42, 1909-1921.

[36]. Hadley, A.E., E. Hair, & K. Moore, (2008). Assessing what kids think about themselves: A guide to adolescent self- concept for out- of- school time program practitioners. Child Trends, August.

[37]. Harter, S. (1983b). The perceived competence scale for children. Child Development, 53, 87-97.

[38]. Harter, S. (1997). The personal self in social context: Barriers to authenticity. In R. D. Ashmore & L. Jussim (Eds.), Self and identity: Fundamental issues (pp. 81-105). New York: Oxford University Press.

[39]. Harter, S. (1983b). The perceived competence scale for children. Child Development, 53, 87-97.

[40]. Harter, S. (1999). The construction of the self: A developmental perspective. New York: Guilford Press.

[41]. Harter, S., & Renick, M. J. (1988). Manual for the Self- Perception Profile for Learning Disabled Students. Denver: University of Denver.

[42]. Higgins, E. T. (1991). Development of self-regulatory and self-evaluative processes: Costs,benefits, and tradeoffs, In M.R. Gunnar & L.A. Sroufe (Eds.), Self processes and development. The Minnesota Symposia on Child Development (Vol. 23, pp. 125-166), Hillsdale, NJ: Erlbaum.

[43]. Higgins, E. T., Klien, R., & Strauman, T. (1985). Selfconcept discrepancy theory: A Psychological model for distinguishing among different aspects of depression and anxiety. Social Cognition, 3, 51-76.

[44]. Kapp-Simon, K. (1986) Self-concept and the retarded: Research and issues. Exceptional Children, 39, 310-319.

[45]. Kernberg, O. F. (1975). Borderline conditions and pathological narcissism. New York: Aronson.

[46]. Kihlstrom, J.F. (1993). What does self look like? In T.K Srull & R.S. Wyer, Jr. (Eds.), The mental representation of trait and autobiographical knowledge about the self: Advances in social cognition (Vol. 5, pp. 79-90). Hillsdale, NJ: Erlbaum.

[47]. Kistner, J., Haskett, M., White, K., & Robbins, F. (1987). Perceived competence and self-worth of LD and normally acheiving students. Learning Disabilities Quarterly, 10, 37- 44.

[48]. Kohut, H. (1977). The restoration of the self. New York: International Universities Press.

[49]. Lawrence, E., & Winschel, J. (1973). Self-concept and the retarded: Research and issues. Exceptional Children, 39, 310-319.

[50]. Markus, H. (1980). The self in thought and memory. In D.M. Weggner & R.R. Vallacher (Eds). The self in social psychology (pp 42-69). New York: Oxford University Press.

[51]. Markus, H., & Wurf, E. (1987). The dynamis selfconcept: A social psychological perspective. In M.R. Rosenweig & L.W. Porter (eds). Annual Review of Psychology, 38, 299-337.

[52]. MCquire, W. (1981). The spontaneous self-concept as affected by personal distinctiveness. In A.A. Norem- Hebeisen & M. Lynch (Eds). Self-concept (pp 211-239). Cambridge, MA: Ballinger.

[53]. Montemayor, R., & Eisen, E.I. (1977). The development of self-conceptions from childhood to adolescence. Developmental Psychology, 13, 314-319.

[54]. Mullener, N., & Laird, JD. (1971). Some developmental changes in the organization of selfevaluations. Developmental Psychology, 5, 233-236.

[55]. Nelson, K. (1986). Event Knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.

[56]. Nelson, K. (1993). Events, narratives, memory, What develops? In CA Nelson (Ed), Memory and affect: Minnesota Symposia on Child Psychology (Vol, 26, pp. 124). Hillsdale, NJ:Erlbaum.

[57]. Pande, N. (1994). Attitudes and beliefs about physical disability: A cross-cultural study. Paper presented at the XII International Congress of Cross-Cultural Psychology. Pamplona, Spain.

[58]. Pande, N., Dalai, A. (1994). A study of attitudes and beliefs about physical disability in rural communities. Paper presented at the XII International Congress of Cross- Cultural Psychology. Pamplona, Spain.

[59]. Pascual-Leone, J. (1988). Organismic processes for neo-Piagetian theories: A dialectical Piagetian casual account of cognitive development. In A Demetrious (Ed.), The neo Piagetian theories of cognitive development: Toward Integration (pp. 25-65). Amsterdam: North Holland: Elsevier.

[60]. Pipp, S. (1990). Sensorimotor and representational internal representation: working models of self, other and relationship: Mechanisms of connection and separation. In D. Cicchetti & M. Beeghly (Eds), The self in transition: Infancy to childhood (pp. 243- 264). Chicago: University of Chicago Press.

[61]. Renick, M.J. & Harter, S. (1989). Impact of social compasisions on the developing self-perceptions of learning disabled students. Journal of Educational Psychology, 81, 631 -638.

[62]. Rogoff, B. n(1990). Apprenticeship in thinking. New York: Oxford University Press.

[63]. Rosenberg, M. (1979). Conceiving the self. Malabar, FL: Krieger.

[64]. Siegler, R.S. (1991). Children's thinking (2 ed.). Englewood Cliffs, NJ: Prentice-Hall.

[65]. Silverman, R.G., & Zigmond, N. (1983). Self-concept in LD adolescents. Journal of Learning Disabilities, 16, 478-482.

[66]. Snow, K. (1990). Building memories: The ontogeny of autobiography. In D. Cicchetti & M. Beeghly (eds.), The self in transition: Infancy to childhood (pp. 213-242). Chicago: University of Chicago Press.

[67]. Sroufe, L.A. (1990) An organizational perspective on the self. In D. Cicchetti & M. Beeglhy (eds.) The self in transition: Infancy to childhood (pp.281-308). Chicago: University of Chicago Press.

[68]. Steele, C.M. (1988). The psychology of selfaffirmation: Sustaining the integrity of the self. In.L. Berkowitz (Ed.) Advances in experimental social psychology (Vol. 21, pp. 261-302). San Diego: Academic Press.

[69]. Strang, L., Smith, M.D., & Rogers, C.M. (1978). Social comparison, multiple reference groups, and the selfconcepts of academically handicapped children before and after main streaming, Journal of Educational Psychology, 29, 171-180.

[70]. Tam, S.F. (1991) Self-concept and correlates of Hong Kong Chinese who have physical disabilities. Journal of the Hong Kong Association of Occupational Therapists, 5, 4-16.

[71]. Tam, S.E. (1988). Self-concept and employment status among physically disabled in Hong Kong (Unpublished master's thesis). Macau: University of East Asia.

[72]. Tam. S.F. (1995b) Exploring measuring and enhancing the self-concepts of the Hong Kong Chinese adults with physical disability (Unpublished doctoral thesis). Hong Kong ; University of Hong Kong.

[73]. Tam, S.F. (1998). Comparing the self-concepts of persons with and without physical disabilities. Journal of Psychology, 132, 78-87.

[74]. Tam, S.F. & Watkins, D. (1995). Towards a hierarchical model of self-concept for Hong Kong Chinese adults with physical disabilities. International Journal of Psychology, 30, 1-17.

[75]. Tollefson, N. (1982). Attribution patterns of learningdisabled adolescents. Learning Disability Quarterly, 5, 14-20.

[76]. Vygotsky, L.S. (1978). Mental development of children and the process of learning (M. Lopez Morillas, Trans.). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), L.S.Vygotsky: Mind and Society. Cambridge, MA: Harvard University Press (Original work published 1935).

[77]. Winnicott, D.W. (1965). The maturational processes and the facilitating environment. NewYork: International/ universities Press.

Full Article (HTML)

Pdf

Article

Guidance In The Secondary School

V. Jurist Lionial Kumar*

Lecturer in Psychology, KABD College of Education, Painkulam, Kanyakumari District, TamilNadu.

V. Jurist Lional Kumar (2010). Guidance in the Secondary School. i-manager’s Journal on Educational Psychology, 3(3), 18-22. https://doi.org/10.26634/jpsy.3.3.1077

Abstract

Secondary School Students face a lot of problems in their body as well as in mind due to puberty that tends to adolescence stage. Adolescence has peculiar characters of their own. They need proper Guidance and Counselling to tackle their own problems. Guidance described as a counselling service to assist the individual in achieving self direction and educational, vocational and personal adjustment and to take positive steps in the light of new orientations. Guidance at secondary school stage is an important aspect in moulding the personality of the future leaders of the nation. In this article the author gives the importance aspects of guidance service in the secondary schools.

References

[1]. Agarwal J.C. (1991) Educational Vocational Guidance and Counselling, Doaba House, New Delhi.

[2]. Chauhan, S.S. (1982) Principles and Techniques of Guidance, Vikas publishing House Pvt. Ltd., New Delhi.

[3]. Guerney, B.G. (1982) Relationship Enhancement, Jossey Bass, San Francisco.

[4].Gilbert Werrn and Willis Dugn (1950). Principles of Guidance, Macmillan, London.

[5].Hamblin, D.H. (1974) The Teacher and counselling, Blackwell, Oxford.

[6]. Holdsworth, R. (1982) Psychology for Career Counseling, London: The Macmillan.

[7]. Jones, J. Arthur (1970), Principles of Guidance, 5 ed., McGraw Hill Book company, Inc; New york.

[8]. Kochhar, S.K. (1975) Educational and vocational Guidance in Secondary schools, Sterling Publications (p) Ltd; Jullundar.

[9]. Nanda S.K (1982) Educational and Vocational Guidance. Prakash Brothers; Chanda, P.C Jullundar.

[10]. Ramesh Shukla (2005). Dictionary of Education. APH publishing corporation, New Delhi.

[11]. Rogers, C.R. (1980) A way of Being, Boston: Houghton., Miffin.

Full Article (HTML)

Pdf

Research Paper

Which Social Skills Predict Academic Performance of Elementary School Students?

YoungJi Yoon Sung* , Mido Chang**

* Visiting Assistant Professor, The George Washington University, Washington, D.C

** Assistant Professor, Department of Educational Leadership & Policy Studies, Virgina Tech.

Youngji Y. Sung and Mido Chang (2010). Which Social Skills Predict Academic Performance Of Elementary School Students. i-manager’s Journal on Educational Psychology, 3(3), 23-34. https://doi.org/10.26634/jpsy.3.3.1078

Abstract

The study explored various aspects of students’ social skills in an attempt to identify specific aspect that has significance in predicting their academic performance and examined the longitudinal relationship of these social skills with academic performance. The study used two models that applied advanced statistical tools to a nationally representative database of the U.S., the Early Childhood Longitudinal Study. In the first model which employed the discriminant analysis, the authors successfully classified overall performance levels of fifth graders based on their five subscales of social skills, identifying approaches to learning as the most important skill among the five. In the second model which used the profile analysis, the significant longitudinal relationship between social skills and academic achievement from kindergarten to fifth grade was confirmed; students of different achievement levels showed significantly different developmental trajectories of social skills over the six years.

References

[1]. Bandura, A. (1985). Social foundations of thought & action: A social cognitive theory. Upper Saddle River, New Jersey: Prentice Hall.

[2]. Belsky, J., Booth-LaForce, C., Bradley, R. J., Campbell, S. B., Chakraborty, H., Clarke-Stewart, A. et al. (2006). The relations of classroom contexts in the early elementary years to children's classroom and social behavior. In A. C. Huston & M. N. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 217-236). New York: Cambridge university press.

[3]. DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2001). A Model of Academic Enablers and Elementar y Reading/Language Arts Achievement, School Psychology Review (Vol. 31, pp. 298-312).

[4]. Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New Directions in Social Skills Assessment and Intervention for Elementar y and Middle School Students. Exceptionality, 9(1-2), 19-32.

[5]. Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool Approaches to Learning and Their Relationship to Other Relevant Classroom Competencies for Low- Income Children. School Psychology Quarterly, 19(3), 212-230.

[6]. Gresham, F. M., & Elliott, S. N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13, 292-301.

[7]. Kagan, S. L., Moore, E., & Bredikamp, S. (Eds.). (1995). Reconsidering Children's Early Development and Learning: Toward Common Views and Vocabulary. Washington, DC: National Education Goals Panel.

[8]. Lane, K. L., Givner, C. C., & Pierson, M. R. (2003). Teacher Expectations of Student Behavior: Social Skills Necessary for Success in Elementary School Classrooms. Journal of Special Education, 38(2), 104.

[9]. Lopes, P. N. & Salovey, P. (2006). Toward a broader education: Social emotional, and practical skills. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 76-93). New York: Teachers college press.

[10]. Malecki, C. K., & Elliott, S. N. (2002). Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis, School Psychology Quarterly (Vol. 17, pp. 1-23).

[11]. McClelland, M. M., & Morrison, F. J. (2003). The Emergence of Learning-Related Social Skills in Preschool Children. Early Childhood Research Quarterly, v18(n2), p206.

[12]. McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at Risk for Early Academic Problems: The Role of Learning-Related Social Skills. Early Childhood Research Quarterly, 15(3), 307.

[13]. McCombs, B. L. (2006). The learner-centered psychological principles: A frameworks for balancing academic achievement and social emotional learning outcomes. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 23- 39). New York: Teachers college press.

[14]. McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24(8), 451- 458.

[15]. Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of young children's motivation for science and teacher-child relationships. Journal of Experimental Education, 76(2), 121-144.

[16]. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, Design, and Analysis: An Integrated Approach. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc

[17]. Pelco, L. E., & Reed-Victor, E. (2007). Self-Regulation and Learning-Related Social Skills: Intervention Ideas for Elementary School Students. Preventing School Failure, 51(3), 36-41.

[18]. Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441.

[19]. Rapport, M. D., Denney, C. B., Chung, K.-M., & Hustace, K. (2001). Internalizing behavior problems and scholastic achievement in children: Cognitive and behavioral pathways as mediators of outcome. Journal of Clinical Child Psychology, 30(4), 536-551.

[20]. Schneider, B. H. (1992). Didactic methods for enhancing children's peer relations: A quantitative review. Clinical Psychology Review, 12(3), 363-382.

[21]. Tabachnick, B. G., & Fidell, L. S. (2007) Using Multivariate Statistics. Boston, MA: Pearson Education, Inc.

[22]. Tourangeau, K., Brick, M., Le, T., Wan, S., Weant, M., Nord, C., et al. (2004). User's Manual for the ECLS-K Third Grade. Public-Use Data File and Electronic Code Book. Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. NCES 2004-001: National Center for Education Statistics.

[23]. Vygotsky, L. S. (1978) Mind in society. Cambridge, MA: Harvard University Press.

[24]. Walker, H. M., Schwarz, I. E., Nippold, M. A., Irvin, L. K., & Noell J. W. (1994). Social Skills in School-Age Children and Youth: Issues and Best Practices in Assessment and Intervention. Topics in Language Disorders, 14(3), 70.

[25]. Webb, N. M. (1989). Peer Interaction, Problem- Solving, and Cognition: Multidisciplinary Perspectives. International Journal of Educational Research, 13(1), 1.

[26]. Wentzel, K. R. (1991). Relations between Social Competence and Academic Achievement in Early Adolescence. Child Development, 62(5), 1066-1078.

[27]. Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85(2), 357-364.

[28]. Westby, C. (1997). There's more to passing than knowing the answers. Language, Speech, and Hearing Services in Schools, 28(3), 274-287.

[29]. Yen, C.-J., Konold, T. R., & McDermott, P. A. (2004). Does Learning Behavior Augment Cognitive Ability as an Indicator of Academic Achievement? Journal of School Psychology, 42(2), 157.

[30]. Zins, J. E., Bloodworth, M. R., Weissberg, R. P. & Walberg, H. J. (2006). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 76-93). New York: Teachers college press.

Full Article (HTML)

Pdf

Research Paper

Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships

Lence Miloseva* , Tom Page, Milka Lehtonen, Jozefina Marelja, Gisli Thorsteinsson

Vice-President for Academic Affairs, Goce Delcev University, Stip, R.Macedonia.

Lecturer of Electronic Product Design, Department of Design & Technology, Loughborough University, UK.

Researcher, University of Lapland, Finland.

Aalborg University, Copenhagen, Denmark.

* Assistant Professor, Iceland University.

Lence Miloseva, Tom Page, Miika Lehtonen, Jozefina Marelja and Gisli Thorsteinsson (2010). Adolescents' Computer Mediated Learning And Influences on Inter-Personal Relationships. i-manager’s Journal on Educational Psychology, 3(3), 35-43. https://doi.org/10.26634/jpsy.3.3.1079

Abstract

This study reports the findings of the several projects initiated at the Faculty of Education , “Goce Delcev “University , Stip, to investigate the motivation skills, but is uniquely specific to as interpersonal relationships and resources that influence the learner’s participation in the teaching/learning process in the context of online-learning and face to face learning (FtF).Uniquely it also explores e-mail romantic relationships with regard to the levels of relationship satisfaction, intimacy, "inclusion" and interpersonal attraction. Empirical research of this kind is arguably rare and will lead to a better understanding of the possibilities and limitations of a medium that could have large effects on the relationships we have in the lives of participants of computer mediated learning.

References

[1]. Andersen, P.A.(1989). A cognitive valence theory of intimate communication. Paper presented at the International Network on Personal Relationships Conference, in Iowa City, Iowa.

[2]. Andersen, J.F., Andersen, P.A. and Jensen, A.D. (1979).The measurement of nonverbal immediacy. Journal of Applied Communications Research 7: 154- 180.

[3]. Aron, A., Aron, E.N. and Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness. Journal of Personality and Social Psychology 63.

[4]. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

[5]. Bandura, A. (1997) Self-Efficacy in Changing Societies. Cambridge : Cambridge University Press.

[6]. Berscheid, E. & Hatfield, E. (1978). Interpersonal nd attraction. ( 2 ed.).New York :Random House.

[7]. Cutler, R.H. (1994). Distributed presence and community in cyberspace. Paper presented at the Annual convention of the Speech Communication Association, in New Orleans, LA.

[8]. Hendrick, S.S. (1988). A generic measure of relationship satisfaction. Journal of Marriage and the Family 50 : 93-98.

[9]. Jettmar, M.E. and Rapp. W. M. (1996) Computer Mediated Communication: A Relational Perspective, Paper presented at AC of the W.S.Communication Association, in Pasadena, CA.

[10]. McCroskey, J.C., and McCain, T.A. (1974).The measurement of interpersonal attraction. Speech Monographs 41: 261-266.

[11]. Nickerson, R.S. and Zodhiates, P.P. (1988). Technology in education: Looking towards 2020. Hillsdale, N J: Lawrence Erlbaum Associates.

[12]. Patterson, M.L.(1988).Functions of nonverbal behaviour in close relationships. In Handbook of personal relationships : theory, research and interventions, ed. S.Duck, 41-56. New York : Wiley.

[13]. Pintrich, P.R., and De Groot, E.V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology 82(1): 33-40.

[14]. Pintrich, P.R., Garcia, D.T. and McKeachie. W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Michigan: University of Michigan.

[15]. Quarterman, J.S.(1990). The Matrix:Computer Networks and Conferencing System Worldwide. Bedford: Digital Press.

[16]. Rheingold, H (1993) The Virtual Community. Reading: Addison-Wesley Publishing Company ISBN - 0060976411

[17]. Schunk, D.H.(1990). Socialization and the Development of Self- Regulated Learning:The role of attributions. Paper presented at the American Educational Research Association, April 16-20, in Boston, MA.

[18]. Waller, W.; & Hill, R. (1951). The family: A dynamic interpretation. (2nd ed.) New York: Holt, Rinehart and Winston.

[19]. Walther, J.B.(1992). Interpersonal effects in computer-mediated interaction : A relational perspective. Communication Research, 19 (1): 52-90.

[20]. Zimmerman, B.J., and R.Risemberg.(1997). Selfregulatory dimensions of academic learning and motivation.In Handbook of academic learning: Construction of knowledge, ed. G.D.Phye,105-125 San Diego, CA: Academic Press.

Full Article (HTML)

Pdf

Research Paper

Effectiveness Of Instructional Strategies Based On Gagne’s Instructional Design (ID) In Improving Thinking Skills Of Secondary School Students

Flosy C.R. D'sourza* , H.M. Kasinath**

* Reader, St.Ann's College of Education, Mangalore.

** Professor of Education & Director of School of Correspondence Education, Karnatak University, Dharwad.

Flosy C.R.D'souza and H.M. Kasinath (2010). Effectiveness of Instructional Strategies Based On Gagne's Instructional Design (ID) in Improving Thinking Skills of Secondary School Students. i-manager’s Journal on Educational Psychology, 3(3), 44-54. https://doi.org/10.26634/jpsy.3.3.1081

Abstract

The study was aimed at evaluating the effectiveness of Instructional Strategies based on Gagne’s Instructional Design and Conventional Strategies of teaching science in improving the Thinking Skills of secondary school students. The seven Thinking Skills suggested by Raths, Louis (1967) namely; Observation; Comparison; Classification; Summarization; Interpretation; Inference and Evaluation were considered. The Pre-test and Post-test Parallel Group, T x L (Treatments x Levels) design was used. A self made Thinking Skills test was used to collect the data from the sample consisting of 96 students studying in standard Eight. Findings of this research revealed that; i) Instructional Strategies based on Gagne’s Instructional Design when compared to that of Conventional Strategies of teaching is significantly effective in improving the Thinking Skills as a Whole and its sub skills namely, Comparison, Summarization, Interpretation, Inference, and Evaluation. ii) Above Average performed significantly better than Average and Average performed significantly better than Below Average in Thinking Skills as a Whole. iii) All the students and at all the three levels, namely, Above Average, Average and Below Average sustained the Thinking Skills improved through Instructional Strategies based on Gagne’s Instructional Design. This study has made an attempt to infuse Thinking Skills into the existing curriculum through Instructional Strategies based on Gagne’s Instructional Design. It has implications for the design and development of Instructional Materials in line with Gagne’s Instructional Design to achieve different learning outcomes. It has been found to be a systematic strategy to improve classroom instruction across various disciplines and hence its inclusion in the teacher education curriculum will be a major step in making its application possible at the grass root level.

References

[1]. Collier, Karen., Guenther, Traci, & Veerman, C. (2002). Developing Critical Thinking Skills through a Variety of Instructional Strategies, Ed 469416.

[2]. Gagne, R. M. (1985). The Conditions of Learning and Theory of Instruction. 4 ed. New York: Holt, Rinehart and Winston.

[3]. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design. 4 ed. Fort Worth, TX: Harcourt Brace Jovanovich Publishers.

[4]. Gagne, R.M. & Briggs, L.J. (1974). Principles of Instructional Design 2 ed. Holt, Rinehart, and Winston.

[5]. Geiger, E. (1990). 4 Independent Learning Activities in Science for Students At-Risk. Dissertations/Theses. Ed328457.

[6]. Hashim, Yusup., & Tik, Chan C. (1997). “Use of Instructional Design with Mastery Learning.” Journal of Educational Technology (Mar-Apr 1997) Vol. 37, No. 2: pp. 61-63. EJ 541447.

[7]. House, J. D. (2002). “The Use of Computers in a Mathematical Lesson in Japan: A Case Analysis from the TIMSS Videotape Classroom Study.” International Journal of Instructional Media, Vol. 29, No. 1: pp.113-24. EJ 650814.

[8]. Leat, David., Van der Schee, Joop., & Vankan, L. (2005). “New Strategies for Learning Geography: A Tool for Teachers' Professional Development in England and the Netherlands.” European Journal of Teacher Education (Oct 2005) Vol. 28, No. 3: pp. 327-342. Ej720984.

[9]. Medina, S. (1990). An Application of Gagne's Theory of Instruction to the Instruction of English as a Second Language - Annual Meeting of the Teachers of English to Speakers of Other Languages. Ed352833.

[10]. Raths, Louis. E., Jonas., Rothstein., & Wassermann. (1967). Teaching for Thinking, Theory and Application. Columbus : Charles. E. Merrill Publishing Company, Ohio.

[11]. Seels, B. B., & Richey, R. C. (1994). Instructional Technology: The Definition and Domains of the Field. Washington, DC: Association for Educational Communications and Technology.

[12]. Shachak, A., Ophir Ron., & Rubin, E. (2005). “Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops.” Cell Biology Education, Vol.4, No.3: pp.199-206.

[13]. Simha, Sameera, K.S. (2000). Development of an Instructional Model in Physics based on Robert Gagne's Theory of Learning for the Promotion of Problem Solving Skills among Students of Secondary Schools. Ph.D. Education, Bangalore University.

[14]. Strauss, S. (1972). Learning Theories of Gagné and Piaget: Implications for Curriculum Development. Teachers College Record, 74, 1, 81-102.

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 17 Issue 3

Most Read

Most Cited

Volume 3 Issue 3 November - January 2010

Better Quality Collaboration: A Proposed Facilitating Relationship between Heedful Interrelating and Cooperative Learning

Sarah R. Daniel* , Brandon K. Vaughn**

* Doctoral Student, The University of Texas at Austin. ** Assistant Professor, The University of Texas at Austin.

Sarah R. Daniel and Brandon K. Vaughn (2010). Better Quality Collaboration: A Proposed Facilitating Relationship Between Heedful Interrelating And Cooperative Learning. i-manager’s Journal on Educational Psychology, 3(3), 1-8. https://doi.org/10.26634/jpsy.3.3.1075

Abstract

References

Full Article (HTML)

Pdf

Self Concept: Should we follow Cognitive or Social Construction with Students with Disabilities?

Laura Rader*

Professor of Special Education, Department of Educational Leadership and Special Education, The City College of New York.

Laura Rader (2010). Self Concept: Should We Follow Cognitive Or Social Construction With Students With Disabilities? i-manager’s Journal on Educational Psychology, 3(3), 9-17. https://doi.org/10.26634/jpsy.3.3.1076

Abstract

References

Full Article (HTML)

Pdf

Guidance In The Secondary School

V. Jurist Lionial Kumar*

Lecturer in Psychology, KABD College of Education, Painkulam, Kanyakumari District, TamilNadu.

V. Jurist Lional Kumar (2010). Guidance in the Secondary School. i-manager’s Journal on Educational Psychology, 3(3), 18-22. https://doi.org/10.26634/jpsy.3.3.1077

Abstract

References

Full Article (HTML)

Pdf

Which Social Skills Predict Academic Performance of Elementary School Students?

YoungJi Yoon Sung* , Mido Chang**

* Visiting Assistant Professor, The George Washington University, Washington, D.C ** Assistant Professor, Department of Educational Leadership & Policy Studies, Virgina Tech.

Youngji Y. Sung and Mido Chang (2010). Which Social Skills Predict Academic Performance Of Elementary School Students. i-manager’s Journal on Educational Psychology, 3(3), 23-34. https://doi.org/10.26634/jpsy.3.3.1078

Abstract

References

Full Article (HTML)

Pdf

Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships

Lence Miloseva* , Tom Page**, Milka Lehtonen***, Jozefina Marelja****, Gisli Thorsteinsson*****

Lence Miloseva, Tom Page, Miika Lehtonen, Jozefina Marelja and Gisli Thorsteinsson (2010). Adolescents' Computer Mediated Learning And Influences on Inter-Personal Relationships. i-manager’s Journal on Educational Psychology, 3(3), 35-43. https://doi.org/10.26634/jpsy.3.3.1079

Abstract

References

Full Article (HTML)

Pdf

Effectiveness Of Instructional Strategies Based On Gagne’s Instructional Design (ID) In Improving Thinking Skills Of Secondary School Students

Flosy C.R. D'sourza* , H.M. Kasinath**

* Reader, St.Ann's College of Education, Mangalore. ** Professor of Education & Director of School of Correspondence Education, Karnatak University, Dharwad.

Flosy C.R.D'souza and H.M. Kasinath (2010). Effectiveness of Instructional Strategies Based On Gagne's Instructional Design (ID) in Improving Thinking Skills of Secondary School Students. i-manager’s Journal on Educational Psychology, 3(3), 44-54. https://doi.org/10.26634/jpsy.3.3.1081

Abstract

References

Full Article (HTML)

Pdf

* Doctoral Student, The University of Texas at Austin.

** Assistant Professor, The University of Texas at Austin.

* Visiting Assistant Professor, The George Washington University, Washington, D.C

** Assistant Professor, Department of Educational Leadership & Policy Studies, Virgina Tech.

Lence Miloseva* , Tom Page, Milka Lehtonen, Jozefina Marelja, Gisli Thorsteinsson

* Reader, St.Ann's College of Education, Mangalore.

** Professor of Education & Director of School of Correspondence Education, Karnatak University, Dharwad.