Language and mathematical problem solving among bilinguals

Does using a bilingual\u27s 1st or 2nd language have an effect on problem solving in semantically rich domains like school mathematics? The author conducted a study to determine whether Filipino-English bilingual students\u27 understanding and solving of word problems in arithmetic differed when the problems were in the students\u27 1st and 2nd languages. Two groups participated - students whose 1st language was Filipino and students whose 1st language was English - and easy and difficult arithmetic problems were used. The author used a recall paradigm to assess how students understood the word problems and coded the solution accuracy to assess problem solving. The results indicated a 11st-language advantage; that is, the students were better able to understand and solve problems in their 1st language, whether the 1st language was English or Filipino. Moreover, the advantage was more marked with the easy problems. The theoretical and practical implications of the results are discussed

Filipino students\u27 reported parental socialization of academic achievement by socioeconomic group

Academic achievement of students differs by socioeconomic group. Parents\u27 socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES. © Psychological Reports 2009

Dr. Allan Bernardo received the Distinguished Service Award

College of Education Dean Dr. Allan Bernardo received the Distinguished Service Award given by the Psychology Department of the University of Wisconsin-Madison. He was cited for his contribution to the cross-cultural understanding and commitment to the furtherance of psychology as a discipline

Asymmetric activation of number codes in bilinguals: Further evidence for the encoding complex model of number processing

In two experiments, Filipino-English bilinguals were asked to verify simple addition equations that were presented either in digit, verbal-Filipino, or verbal-English formats and that included different types of sum probes. The main results show (1) faster and more accurate processing of digit and English items than of Filipino items, (2) stronger associative interference by type of probe with the digit and English items compared with the Filipino items, and (3) priming of responses from English to digit codes, and from Filipino to digit codes, but not vice versa. The results were explained by using an elaborated version of Campbell\u27s (1994) encoding complex model with additional assumptions to address the experience of bilinguals. The additional assumptions relate to the preference among the bilingual\u27s two verbal formats, the different strengths of activation pathways within each format, and the asymmetric activation across formats

University fellows 2003

Vice President for Academics and Research Dr. Allan Bernardo joined the distinguished roster of University Fellows this year. The recognition was given during the 2003 Annual Faculty Recognition Day

Exploring epistemological beliefs of bilingual Filipino preservice teachers in the Filipino and English languages

In this study, the author investigated the epistemological beliefs of 864 bilingual Filipino preservice teachers using Filipino and English versions of the Schommer Epistemological Questionnaire (M. Schommer, 1998). The author conducted confirmatory factor analyses to determine the dimensions and structure of the epistemological beliefs. The results revealed two factors: Simple Learning and Structured Learning. The same factors were found using the Filipino and English versions of the questionnaire. The author discusses the results in terms of how they contribute to the growing evidence regarding the possible problems with particular multidimensional theories and quantitative measures of epistemological beliefs. The results also indicate how the specific epistemological beliefs of the Filipino preservice teachers may reflect features of the Philippine educational system and its tensions regarding pedagogy. Copyright © 2008 Heldref Publications

Extending hope theory: Internal and external locus of trait hope

Research using hope theory has shown that individual differences in trait hope explain variations in how people attain their goals. But hope theory seems to assume that goal attainment is a purely individual pursuit. In this study, hope theory was extended to include the locus-of-hope dimension, with both internal and external agency in generating plans for pursuing goals. External agents may be one\u27s family, peers, or a supernatural/spiritual being. The locus-of-hope dimensions were defined and validated in two studies with Filipino university students. Study 1 used confirmatory factor analysis to test hypothesized models of the locus-of-hope dimension. Study 2 used confirmatory factor analysis to further validate the model, then used regression analysis to show that the internal and external locus-of-hope dimensions were associated with individual-level individualism and collectivism, respectively. © 2010 Elsevier Ltd

[Dr. Allan Bernardo has been included in the Marquis Who\u27s Who in the World]

Psychology faculty Dr. Allan Bernardo was included in the Marquis Who\u27s Who in the World (14th and 15th editions, 1998-99). Bernardo, holds the Don Eduardo Cojuangco Sr. Professorial Chair in Liberal Arts and is a Spencer Fellow of the National Academy of Education of the U.S. He was also listed in the Dictionary of International Biography (27th Edition, 1999

Individual and social dimensions of Filipino students\u27 achievement goals

Achievement goal theory assumes that self-instrumental (mastery) achievement goals are associated with academic achievement, whereas social-instrumental (performance) goals are not. However, research on Asian students shows that both mastery and performance-approach goals are positively related to achievement; possibly because achievement motivation in Asian cultures is socially oriented and not individually oriented. The current study explored the structure of the social and individual achievement motivation orientations, and how these achievement orientations and achievement goals were related to achievement of Filipino university students. The results showed two dimensions of social-oriented achievement motivations-parent-oriented and teacher-oriented motivations-and two dimensions of individual-oriented achievement motivations-personal performance standards and personal goal choice. However, these achievement motivation orientations were not associated with achievement. Instead mastery and performance-approach goals were both positively associated with academic achievement, personal performance standards, and parent-oriented achievement motivation

Dr. Allan Bernardo was awarded the 2002 achievement award

Dean of the College of Education Dr. Allan Bernardo was awarded the 2002 Achievement Award by the National Research Council of the Philippines (NCRP) in the field of Social Science Research during the 69th Annual Meeting of the NCRP at the Manila Hotel