The development, implementation and evaluation of a Constructivist learning approach based on personal construct psychology

This study involved the development, implementation and evaluation of a constructivist learning model based on Kelly\u27s (1955) Personal Construct Psychology (PCP). The thesis begins with a rationale for the use of PCP and then the instructional approach is derived from this theoretical basis. Following the derivation, examples of learning materials used in the implementation are presented. The second half of the thesis deals with data gathered before, during and after the implementation which occurred in two Year 9 science classes. The classes were part of a city high school in Western Australia

\u201cGive, but Give until It Hurts\u201d: The Modulatory Role of Trait Emotional Intelligence on the Motivation to Help

Two studies investigated the effect of trait Emotional Intelligence (trait EI) on people\u2019s moti- vation to help. In Study 1, we developed a new computer-based paradigm that tested partic- ipants\u2019 motivation to help by measuring their performance on a task in which they could gain a hypothetical amount of money to help children in need. Crucially, we manipulated partici- pants\u2019 perceived efficacy by informing them that they had been either able to save the chil- dren (positive feedback) or unable to save the children (negative feedback). We measured trait EI using the Trait Emotional Intelligence Questionnaire\u2013Short Form (TEIQue-SF) and assessed participants\u2019 affective reactions during the experiment using the PANAS-X. Results showed that high and low trait EI participants performed differently after the presen- tation of feedback on their ineffectiveness in helping others in need. Both groups showed increasing negative affective states during the experiment when the feedback was negative; however, high trait EI participants better managed their affective reactions, modulating the impact of their emotions on performance and maintaining a high level of motivation to help. In Study 2, we used a similar computerized task and tested a control situation to explore the effect of trait EI on participants\u2019 behavior when facing failure or success in a scenario unre- lated to helping others in need. No effect of feedback emerged on participants\u2019 emotional states in the second study. Taken together our results show that trait EI influences the impact of success and failure on behavior only in affect-rich situation like those in which people are asked to help others in need

Closing communication gaps: Exploring challenges to facilitating undergraduate research programs and promoting administrator collaboration

Students who engage in undergraduate research benefit from a wide rage of personal and professional gains, including an increased ability to think analytically (Ishiyama, 2002), defining/refining research, and career interests, and enhanced confidence (Ishiyama, 2002). Promoting undergraduate participation in research also benefits faculty members (i.e. by enhancing research productivity; Hall et al. 2018) and the institution (i.e. by promoting student retention (Ishimyama, 2002). At Oregon State University, we have many formal programs that encourage participation in undergraduate research. However, there are few opportunities for the administrators of these programs to collaborate and share best practices (e.g. recruitment and marketing strategies, timelines, and compensation). I studied each undergraduate research program at OSU to examine the challenges that program administrators face and to help increase communication between programs. I created and distributed a survey to administrators from each undergraduate research program to get feedback on challenges and assess what sort of event would help improve undergraduate research programming at OSU. Survey results indicated that program administrators recognized general challenges, including lack of time/money, challenges related to equity/inclusion, institutional communication, and recruitment. We found a common perception that communication/collaboration between those who facilitate undergraduate research programs across OSU could be improved. Results provided insight on the event types program administrators would like to participate in. The next step is to design our event, called “Undergraduate Research Liaisons Gathering,” for May 12th, 2020. References Hall, E. E., Walkington, H., Shanahan, J. O., Ackley, E., & Stewart, K. A. (2018). Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award winning mentors. International Journal for Academic Development, 23(1), 15-27. Ishiyama J. (2002). Does early participation in undergraduate students benefit social science and humanities students? Journal of College Students, 36(3): 380-386

Searching choices : quantifying decision-making processes using search engine data

When making a decision, humans consider two types of information: information they have acquired through their prior experience of the world, and further information they gather to support the decision in question. Here, we present evidence that data from search engines such as Google can help us model both sources of information. We show that statistics from search engines on the frequency of content on the Internet can help us estimate the statistical structure of prior experience; and, specifically, we outline how such statistics can inform psychological theories concerning the valuation of human lives, or choices involving delayed outcomes. Turning to information gathering, we show that search query data might help measure human information gathering, and it may predict subsequent decisions. Such data enable us to compare information gathered across nations, where analyses suggest, for example, a greater focus on the future in countries with a higher per capita GDP. We conclude that search engine data constitute a valuable new resource for cognitive scientists, offering a fascinating new tool for understanding the human decision-making process

Representation of People with Intellectual Disabilities as Students in Higher Education

Throughout this chapter I argue that universities in the U.S are not doing their part in creating programs that include people with intellectual disabilities. This chapter aims to uncover why there is such low representation of people with intellectual disabilities attending. higher education in the U.S through exploration of the historical exclusion of people with intellectual disabilities. I begin by give context behind why this issue is important and how access to higher education impacts the life outcomes of people with intellectual disabilities. I then share the historical treatment of people with intellectual disabilities in the U.S which has pushed this population to the margins of society. I then share the activism towards inclusion of this population in public primary and secondary education and how it was fueled by activism against segregation by race. I go on to explore the impacts of activism which have resulted in policies which promote inclusion. Next, I assess the current representation of people with intellectual disabilities in U.S higher education. Lastly, I share how we can improve higher education policies in ways that will serve to improve representation of people with intellectual disabilities. As Peterkin (2010) claims, colleges and universities are organisms like humans that are living and breathing, constantly evolving, and changing overtime. We have plenty of room to change our policies

Growing pains: how risk perception and risk communication research can help to manage the challenges of global population growth

In 2011 the global human population reached seven billion and medium variant projections indicate that it will exceed nine billion before 2045. Theoretical and empirical perspectives suggest that this growth could lead to an increase in the likelihood of adverse events (e.g., food shortages, climate change, etc.) and/or the severity of adverse events (e.g., famines, natural disasters, etc.). Several scholars have posited that the size to which the global population grows and the extent to which this growth increases the likelihood of adverse outcomes will largely be shaped by individuals� decisions (in households, organizations, Governments, etc.). In light of the strong relationship between perceived risk and decision behaviors, it is surprising that there remains a dearth of empirical research that specifically examines the perceived risks of population growth and how these perceptions might influence related decisions. In an attempt to motivate this important strand of research, this paper examines the major risks that may be exacerbated by global population growth and draws upon empirical work concerning the perception and communication of risk to identify potential directions for future research. The paper also considers how individuals might perceive both the risks and benefits of population growth and be helped to better understand and address the related issues. The answers to these questions could help humanity better manage the emerging consequences of its continuing success in increasing infant survival and adult longevit

The Psychology of Charitable Donations to Disaster Victims and Beyond

This contribution summarises the literature on the psychology of charitable donations to victims of disasters and other unfortunate circumstances. Four distinct research areas are reviewed. We begin with the literature on donations in general, and then move to the literature on donations to disaster victims specifically, which is what most of our own research has focussed on. We then review the literature on intergroup prosociality, because many donations occur in some kind of intergroup context. We then cover some of the main insights from the literature on generic prosocial processes, which has generated insights which are generalizable to donations and have applied implications. Finally, we summarise some of the main recommendations for eliciting donations which can be generated from these literatures. An emphasis is placed on the translation of academic knowledge into practical steps which practitioners might find useful