The Experts below are selected from a list of 110772 Experts worldwide ranked by ideXlab platform

Rekha B. Koul - One of the best experts on this subject based on the ideXlab platform.

  • Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire
    Learning Environments Research, 2020
    Co-Authors: Barry J. Fraser, Felicity I. Mclure, Rekha B. Koul
    Abstract:

    In an attempt to engage more students in Science, Technology, Engineering and Mathematics (STEM) subjects, schools are encouraged by STEM educators and professionals to introduce students to STEM through projects which integrate skills from each of the STEM disciplines. Because little is known about the learning environment of STEM classrooms, we developed and validated a Classroom Emotional Climate (CEC) questionnaire. Initially, the questionnaire was pilot tested with six focus groups of students from three schools to obtain feedback to incorporate into a revision of the CEC. Next, the modified CEC questionnaire was administered to 698 students participating in STEM activities in 57 classes in 20 schools. Exploratory factor analysis (principal component analysis) led to reduction of the CEC to 41 items in seven dimensions: Consolidation, Collaboration, Control, Motivation, Care, Challenge and Clarity. The structure of the CEC was then further explored using confirmatory factor analysis. Internal consistency reliability, concurrent validity (ability to differentiate between classrooms), discriminant validity (scale intercorrelations) and predictive validity (associated with student attitudes) were satisfactory. Finally, Rasch analysis of data for each dimension revealed good model fit and unidimensionality of the items describing each latent variable.

  • Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire
    Learning Environments Research, 2020
    Co-Authors: Barry J. Fraser, Felicity I. Mclure, Rekha B. Koul
    Abstract:

    In an attempt to engage more students in Science, Technology, Engineering and Mathematics (STEM) subjects, schools are encouraged by STEM educators and professionals to introduce students to STEM through projects which integrate skills from each of the STEM disciplines. Because little is known about the learning environment of STEM classrooms, we developed and validated a Classroom Emotional Climate (CEC) questionnaire. Initially, the questionnaire was pilot tested with six focus groups of students from three schools to obtain feedback to incorporate into a revision of the CEC. Next, the modified CEC questionnaire was administered to 698 students participating in STEM activities in 57 classes in 20 schools. Exploratory factor analysis (principal component analysis) led to reduction of the CEC to 41 items in seven dimensions: Consolidation, Collaboration, Control, Motivation, Care, Challenge and Clarity. The structure of the CEC was then further explored using confirmatory factor analysis. Internal consistency reliability, concurrent validity (ability to differentiate between classrooms), discriminant validity (scale intercorrelations) and predictive validity (associated with student attitudes) were satisfactory. Finally, Rasch analysis of data for each dimension revealed good model fit and unidimensionality of the items describing each latent variable.

Richard M. Sorrentino - One of the best experts on this subject based on the ideXlab platform.

  • Control Motivation and Uncertainty: Information Processing or Avoidance in Moderate Depressives and Nondepressives
    Personality and Social Psychology Bulletin, 2000
    Co-Authors: A. Marie Walker, Richard M. Sorrentino
    Abstract:

    Two studies investigated the uncertainty orientation model of self-regulation as it relates to Control Motivation in moderate depressives and nondepressives. It was hypothesized that moderately depressed persons would be more likely than nondepressed persons to process information when Control deprived, as opposed to nondeprived, only if they were uncertainty oriented. Certainty-oriented persons were expected to decrease information processing under these conditions. Participants differing in uncertainty orientation and depression level were assessed for information processing following Control deprivation or no deprivation. In Study 1, desire for information about the deprivation task was assessed and participants were given a second performance task. In Study 2, information seeking was measured while reading about social outcomes. The expected three-factor interaction was found to be significant on measures of information seeking and performance in both studies. A model to represent these findings is pr...

  • The Warm Look in Control Motivation and Social Cognition
    Control Motivation and Social Cognition, 1993
    Co-Authors: Richard M. Sorrentino
    Abstract:

    It is with great pleasure and some pride that I write this final chapter for the present volume. Back in the early 1980s, Tory Higgins and I realized that our respective fields, social cognition and social Motivation, had a great deal to offer one another. Yet, people in those fields were hardly speaking to each other, let alone trying to incorporate one another's ideas (see Sorrentino & Higgins, 1986a). We realized that a renewal of the relationship between the two fields was long overdue. Early on, Motivation and cognition were believed to go hand in hand, from Lewin's field theory in the '30s and '40s, to Bruner's "New Look" in the '50s. Then, with the rise of cognition as a major force in psychology, coupled with scathing criticism of the "New Look," the two fields went their separate ways. Although this "really wasn't wasted time" (The Eagles), since much was learned, clearly the field was ready for reacquaintance. All it needed was a little push or a little prime. Perhaps the most important instance that made Tory and I "see the light" was when Tory was searching for chronic individual differences in category accessibility. Lo and behold, the best candidate we could think of was the projective measure of n Achievement. Here, subjects "project" their motives, under neutral (baseline) conditions, and these projections are scored for achievement imagery. Put in modern terms, we infer one's achievement Motivation based on whether the category of achievement is highly accessible in memory. This is consistent with our notion that motives, or "hot cognitions," cannot be separated from thought, or "cold cognitions." From this we developed the concept called "The Warm Look," where we argued that Motivation and cognition are synergistic. Like Escher's The Mobius Strip, one cannot find the end of one and the beginning ofthe other. They cannot be considered separately. This became the premise of our Handbook of Motivation and Cognition (Sorrentino & Higgins, 1986b, Vol. 1; Higgins & Sorrentino, 1990, Vol. 2). For the first volume, we had to use heavy persuasion to get people to try to think of the relevance of their field (Motivation or cognition) for the other. Now we have several people aspiring to be part of future volumes.

Immo Fritsche - One of the best experts on this subject based on the ideXlab platform.

  • The Role of Control Motivation in Germans’ and Poles’ Interest in History
    Social Psychological Bulletin, 2019
    Co-Authors: Michal Bilewicz, Anna Stefaniak, Markus Barth, Marta Witkowska, Immo Fritsche
    Abstract:

    Contemporary societies seem to be obsessed with history. This is reflected in the popularity of historical books, films, and reenactments. In our research, we aimed to assess the specific types of content that interest people when exploring their national histories and the psychological factors motivating such explorations. Following the two-dimensional model of social cognition that points to morality and competence as the main dimensions in individual and group perception, we distinguished interest in competence-related aspects of national history (Control) from interest in historical moral actions (moral agency). Two studies performed in Poland and Germany showed that in both countries people’s interest in history is structured in a similar way, in which moral agency and Control play essential roles. Additionally, in both countries people reacted to individual Control threats with enhanced curiosity about the past moral agency of their nations. We discuss these results within the framework of the model of group-based Control and compensatory Control processes.

  • The Role of Control Motivation in Mortality Salience Effects on Ingroup Support and Defense
    Journal of personality and social psychology, 2008
    Co-Authors: Immo Fritsche, Eva Jonas, Thomas Fankhänel
    Abstract:

    Terror management research has shown that mortality salience (MS) leads to increased support and defense of cultural ingroups and their norms (i.e., worldview defense, WD). The authors investigated whether these effects can be understood as efforts to restore a generalized sense of Control by strengthening one's social ingroup. In Studies 1-3, the authors found that WD was only increased following pure death salience, compared with both dental pain salience and salience of self-determined death. As both the pure death and the self-determined death conditions increased accessibility of death-related thoughts (Study 4), these results do not emerge because only the pure death induction makes death salient. At the same time, Study 5 showed that implicitly measured Control Motivation was increased in the pure death salience condition but not under salience of both self-determined death and dental pain. Finally, in Study 6, the authors manipulated MS and Control salience (CS) independently and found a main effect for CS but not for MS on WD. The results are discussed with regard to a group-based Control restoration account of terror management findings.

Andrew R. Teel - One of the best experts on this subject based on the ideXlab platform.

Barry J. Fraser - One of the best experts on this subject based on the ideXlab platform.

  • Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire
    Learning Environments Research, 2020
    Co-Authors: Barry J. Fraser, Felicity I. Mclure, Rekha B. Koul
    Abstract:

    In an attempt to engage more students in Science, Technology, Engineering and Mathematics (STEM) subjects, schools are encouraged by STEM educators and professionals to introduce students to STEM through projects which integrate skills from each of the STEM disciplines. Because little is known about the learning environment of STEM classrooms, we developed and validated a Classroom Emotional Climate (CEC) questionnaire. Initially, the questionnaire was pilot tested with six focus groups of students from three schools to obtain feedback to incorporate into a revision of the CEC. Next, the modified CEC questionnaire was administered to 698 students participating in STEM activities in 57 classes in 20 schools. Exploratory factor analysis (principal component analysis) led to reduction of the CEC to 41 items in seven dimensions: Consolidation, Collaboration, Control, Motivation, Care, Challenge and Clarity. The structure of the CEC was then further explored using confirmatory factor analysis. Internal consistency reliability, concurrent validity (ability to differentiate between classrooms), discriminant validity (scale intercorrelations) and predictive validity (associated with student attitudes) were satisfactory. Finally, Rasch analysis of data for each dimension revealed good model fit and unidimensionality of the items describing each latent variable.

  • Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire
    Learning Environments Research, 2020
    Co-Authors: Barry J. Fraser, Felicity I. Mclure, Rekha B. Koul
    Abstract:

    In an attempt to engage more students in Science, Technology, Engineering and Mathematics (STEM) subjects, schools are encouraged by STEM educators and professionals to introduce students to STEM through projects which integrate skills from each of the STEM disciplines. Because little is known about the learning environment of STEM classrooms, we developed and validated a Classroom Emotional Climate (CEC) questionnaire. Initially, the questionnaire was pilot tested with six focus groups of students from three schools to obtain feedback to incorporate into a revision of the CEC. Next, the modified CEC questionnaire was administered to 698 students participating in STEM activities in 57 classes in 20 schools. Exploratory factor analysis (principal component analysis) led to reduction of the CEC to 41 items in seven dimensions: Consolidation, Collaboration, Control, Motivation, Care, Challenge and Clarity. The structure of the CEC was then further explored using confirmatory factor analysis. Internal consistency reliability, concurrent validity (ability to differentiate between classrooms), discriminant validity (scale intercorrelations) and predictive validity (associated with student attitudes) were satisfactory. Finally, Rasch analysis of data for each dimension revealed good model fit and unidimensionality of the items describing each latent variable.