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Jack Martin - One of the best experts on this subject based on the ideXlab platform.

  • The Educational Psychology of Self-Regulation: A Conceptual and Critical Analysis
    Studies in Philosophy and Education, 2008
    Co-Authors: Jack Martin, Ann-marie Mclellan
    Abstract:

    The multiplicity of definitions and Conceptions of Self-regulation that typifies contemporary research on Self-regulation in psychology and educational psychology is examined. This examination is followed by critical analyses of theory and research in educational psychology that reveal not only conceptual confusions, but misunderstandings of conceptual versus empirical issues, individualistic biases to the detriment of an adequate consideration of social and cultural contexts, and a tendency to reify psychological states and processes as ontologically foundational to Self-regulation. The essay concludes with a consideration of educational research and intervention in the area of students’ Self-regulated learning in terms of the scientific and professional interests of psychologists and educators, and the disguised manipulation of student Self-surveillance in the service of the institutional mandates of schools.

  • Self regulated learning social cognitive theory and agency
    Educational Psychologist, 2004
    Co-Authors: Jack Martin
    Abstract:

    The conception and theory of agency as Self-regulation that is contained within Bandura's social cognitive theory is examined and elaborated in the context of the relevant philosophical history of ideas and through consideration of recent work in theoretical developmental psychology. Implications for Self-regulated learning in classrooms are considered. In particular, it is suggested that the understanding of agency contained within social cognitive theory as elaborated herein might be developed as an alternative to Conceptions of Self-regulation and agency within constructivist and socioculturalist theorizing in educational psychology. However, the classroom application of such an alternative would require a much less dualistic and teacher-directed form of teaching than suggested in much past and current social cognitive work on Self-regulation.

  • The educational inadequacy of Conceptions of Self in educational psychology
    Interchange, 2004
    Co-Authors: Jack Martin
    Abstract:

    Disciplinary and professional psychology have exercised considerable influence over the ways in which Western individuals and societies understand what it is to be a person. During the last half of the 20^th century, educational psychologists advanced scientific and humanistic Conceptions of the Self that removed personhood from the historical, socio-cultural traditions and related moral and political practices within which the Self develops. In consequence, the theoretical and practical models of Self-enhancement and Self-management offered by educational psychologists are inadequate with respect to the education of persons who, if they are to function as effective citizens, must participate in complex, contested socio-cultural, moral, and political contexts with others.

Gordon W. Cheung - One of the best experts on this subject based on the ideXlab platform.

  • multifaceted Conceptions of Self other ratings disagreement
    Personnel Psychology, 1999
    Co-Authors: Gordon W. Cheung
    Abstract:

    Self-other ratings disagreement (S-ORD) is the extent to which one's Self-rating of performance differs from ratings made by Other people (e.g., supervisors). As increasing number of organizations adopt Self-assessment as a tool for managing performance, S-ORD is becoming a central concern in performance appraisal research. Most past research, however, only examines S-ORD in terms of the levels of ratings, and ignores other forms of disagreement. This paper identifies 7 different forms of S-ORD that are detectable through the use of confirmatory factor analysis (CFA). The causes for each form of S-ORD are discussed, as well as its conceptual and practical implications. The procedure is illustrated by comparing 332 managers' Self-evaluations with their supervisors' evaluations. An extension of the CFA model to a full structural equation model is used to illustrate and discuss the fragmentary nature of existing approaches to S-ORD. It is shown that valid inferences concerning S-ORD cannot be made unless various forms of S-ORD, and not merely the differences in overall ratings, are detected and dealt with.

  • Multifaceted Conceptions of Self–other ratings disagreement.
    Personnel Psychology, 1999
    Co-Authors: Gordon W. Cheung
    Abstract:

    Self-other ratings disagreement (S-ORD) is the extent to which one's Self-rating of performance differs from ratings made by Other people (e.g., supervisors). As increasing number of organizations adopt Self-assessment as a tool for managing performance, S-ORD is becoming a central concern in performance appraisal research. Most past research, however, only examines S-ORD in terms of the levels of ratings, and ignores other forms of disagreement. This paper identifies 7 different forms of S-ORD that are detectable through the use of confirmatory factor analysis (CFA). The causes for each form of S-ORD are discussed, as well as its conceptual and practical implications. The procedure is illustrated by comparing 332 managers' Self-evaluations with their supervisors' evaluations. An extension of the CFA model to a full structural equation model is used to illustrate and discuss the fragmentary nature of existing approaches to S-ORD. It is shown that valid inferences concerning S-ORD cannot be made unless various forms of S-ORD, and not merely the differences in overall ratings, are detected and dealt with.

Michael J. Chandler - One of the best experts on this subject based on the ideXlab platform.

  • Jekyll and Hyde and Me: Age-Graded Differences in Conceptions of Self-Unity
    Human Development, 2009
    Co-Authors: Travis Proulx, Michael J. Chandler
    Abstract:

    This research details the changing ways in which young people of different ages differently warrant the conviction that, notwithstanding evidence of good and bad behaviours, selves can be understood a

  • Jekyll & Hyde in the East & West: Cross-cultural variations in Conceptions of Self-unity
    2007
    Co-Authors: Travis Proulx, Michael J. Chandler
    Abstract:

    Jekyll et Hyde a l’Est et a l’Ouest: variations interculturelles dans les Conceptions de l’unite du soiCe texte met en evidence les facons dont des etudiants issus de cultures differentes justifient, en depit d’evidences contraires, leur conviction selon laquelle la logique du soi veut que les individus soient apprehendes comme consistants au travers des differents roles et contextes dans lesquels ils s’inserent. Si, au travers de l’histoire, chacun s’accorde a reconnaitre l’importance que revet pour l’individu la consistance du soi, force est de reconnaitre que cette question n’a pas recu a ce jour l’attention qu’elle merite. Les individus œuvrent-ils a maintenir leur conviction parce qu’ils sont confrontes a l’evidence qu’ils changent tels des cameleons?? Dans ce cas, les efforts pour resoudre le paradoxe classique de la similitude dans le changement varient-ils selon leur culture d’origine?? Des etudiants d’une grande universite canadienne et un groupe d’etudiants visiteurs provenant de Kyoto, au Japon, devaient expliquer differentes formes d’inconsistance concernant le cas fictif de Dr. Jekyll et Mr. Hyde, les comportements d’une connaissance, ou leurs propres inconsistances comportementales. Les reponses ont ete codees en quatre categories selon le degre auquel le soi est concu comme consistant et agentique. Les sujets issus des deux cultures different dans la facon dont ils apprehendent leur propre consistance et celle d’autrui, ainsi que celle du cas fictif de Dr. Jekyll et Mr. Hyde. Dans l’ensemble, les sujets canadiens favorisent une conception relativement inconsistante et reactive du soi, alors que les Japonais presentent une palette plus large de Conceptions du soi.

Rod Gerber - One of the best experts on this subject based on the ideXlab platform.

  • Conceptions of Self-Directed Learning of Social Studies Teachers in Singapore
    Asia Pacific Journal of Education, 2012
    Co-Authors: Jessie Wong Yuk Yong, Rod Gerber
    Abstract:

    Abstract The meaning of Self-directed learning varies within different professions and amongst companies. In some companies, Self-directed learning consists of tightly circumscribed activities, which are programmed for the employees. The purpose is for interested employees to develop professionally while at work. In others, it is up to the employees to decide what they need to learn what they would like to learn and how they would like to learn at their workplace. In this case, the meanings of Self- directed learning and the ways the employees practise Self-directed learning vary within the same company and work environment. This study is an attempt to investigate how social studies teachers in Singapore learn at their workplace, a school environment, which is very different from the environment of the private company. Twenty-one primary school teachers currently teaching social studies were interviewed to find out their understandings and their practices of Self-directed learning at work. Analysis of the...

Travis Proulx - One of the best experts on this subject based on the ideXlab platform.

  • Jekyll and Hyde and Me: Age-Graded Differences in Conceptions of Self-Unity
    Human Development, 2009
    Co-Authors: Travis Proulx, Michael J. Chandler
    Abstract:

    This research details the changing ways in which young people of different ages differently warrant the conviction that, notwithstanding evidence of good and bad behaviours, selves can be understood a

  • Jekyll & Hyde in the East & West: Cross-cultural variations in Conceptions of Self-unity
    2007
    Co-Authors: Travis Proulx, Michael J. Chandler
    Abstract:

    Jekyll et Hyde a l’Est et a l’Ouest: variations interculturelles dans les Conceptions de l’unite du soiCe texte met en evidence les facons dont des etudiants issus de cultures differentes justifient, en depit d’evidences contraires, leur conviction selon laquelle la logique du soi veut que les individus soient apprehendes comme consistants au travers des differents roles et contextes dans lesquels ils s’inserent. Si, au travers de l’histoire, chacun s’accorde a reconnaitre l’importance que revet pour l’individu la consistance du soi, force est de reconnaitre que cette question n’a pas recu a ce jour l’attention qu’elle merite. Les individus œuvrent-ils a maintenir leur conviction parce qu’ils sont confrontes a l’evidence qu’ils changent tels des cameleons?? Dans ce cas, les efforts pour resoudre le paradoxe classique de la similitude dans le changement varient-ils selon leur culture d’origine?? Des etudiants d’une grande universite canadienne et un groupe d’etudiants visiteurs provenant de Kyoto, au Japon, devaient expliquer differentes formes d’inconsistance concernant le cas fictif de Dr. Jekyll et Mr. Hyde, les comportements d’une connaissance, ou leurs propres inconsistances comportementales. Les reponses ont ete codees en quatre categories selon le degre auquel le soi est concu comme consistant et agentique. Les sujets issus des deux cultures different dans la facon dont ils apprehendent leur propre consistance et celle d’autrui, ainsi que celle du cas fictif de Dr. Jekyll et Mr. Hyde. Dans l’ensemble, les sujets canadiens favorisent une conception relativement inconsistante et reactive du soi, alors que les Japonais presentent une palette plus large de Conceptions du soi.