- Faculty of Education - Research Publications
Faculty of Education - Research Publications
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ItemParticipant perspectives of 'Engaged to Learn Pedagogy': does theory match practice?Williams, G ; Tso, TY (The International Group for the Psychology of Mathematics Education (PME), 2012-01-01)
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ItemHigh Mathematical Performance on Class Tests Is Not A Predictor of Problem-Solving Ability: Why?Williams, G ; Cheeseman, J (The Mathematical Association of Victoria, 2012)
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ItemProblem-Solving: 'Same Pace Of Thinking' GroupsWilliams, G ; Harrington, J ; Goldfinch, S ; Cheeseman, J (The Mathematical Association of Victoria, 2012)
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ItemNo Preview AvailableThe opportunities and challenges of a shared discourse,Acquaro, D (AARE, 2012)
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ItemCan Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?Ashdown, DM ; Bernard, ME (SPRINGER, 2012-01)
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ItemCharacter Strengths Interventions: Building on What We Know for Improved OutcomesQuinlan, D ; Swain, N ; Vella-Brodrick, DA (SPRINGER, 2012-12)
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ItemIdealization and external symbolic storage: the epistemic and technical dimensions of theoretic cognitionWoelert, P (SPRINGER, 2012-09)
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ItemMindfulness and Problem Gambling: A Review of the Literaturede Lisle, SM ; Dowling, NA ; Allen, JS (SPRINGER, 2012-12)This article reviews the literature with respect to mindfulness and its potential for reducing the severity of problem gambling behaviour. Interest in the role of mindfulness as a treatment for problem gambling has gained the attention of researchers across Australia, the United States, and Canada. However, the literature is limited and current studies have severe methodological limitations. Despite this issue, investigations have revealed that dispositional mindfulness is related to less severe problem gambling outcomes and that psychological distress, overconfidence and risk willingness, myopic focus on reward and ego involvement may act as mediators in this relationship. Moreover, the literature indicates that the inverse relationship between dispositional mindfulness and psychological distress may be mediated by factors such as values clarification; emotional, cognitive, and behavioural flexibility; non-attachment; emotion dysregulation/distress intolerance; thought suppression; and rumination. This article discusses the theoretical and clinical implications of these relationships with respect to mindfulness-based interventions for problem gambling. It is recommended that the approach be considered with cautious optimism.
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ItemViews About Learning Physics Held by Physics Teachers with Differing Approaches to Teaching PhysicsMulhall, P ; Gunstone, R (Informa UK Limited, 2012-08-01)
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ItemCross-Cultural Validation of the Inventory of School Motivation (ISM) in the Asian Setting: Hong Kong and the Philippines.King, RB ; Ganotice, FA ; Watkins, DA (Springer Science and Business Media LLC, 2012-03)Students' achievement goals in school have received increasing research attention because they have been shown to be important in predicting important outcomes. As such, there has been a growing interest in measuring and comparing them across different cultural groups. However, these comparisons cannot be made until validity evidence has been attained to support the use of an instrument in the new cultural setting. In this study, we investigated the cross-cultural applicability of the Inventory of School Motivation (ISM, McInerney et al. American Educational Research Journal 34:207-236, 1997) in the Hong Kong Chinese and Philippine contexts using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. 1,406 high school students from Hong Kong (n = 697) and the Philippines (n = 709) participated. Results of the within-network test showed that the ISM had good internal consistency reliability and the confirmatory factor analysis provided support for the hypothesized four-factor model. Multigroup confirmatory factor analyses supported invariance of factor loadings across the two samples. The between-network test also indicated that these achievement goals correlated systematically with different aspects of students' self-concepts. These findings support the applicability of the ISM among Hong Kong Chinese and Filipino students.