The Relations between Personal Epistemology and Learning Approaches in Sociocultural Contexts: A Theoretical Conceptualization

Phan, Huy P.; Maebuta, Jack; Dorovolomo, Jeremy

doi:10.18848/1447-9494/cgp/v17i05/47033

Cited by 5 publications

(7 citation statements)

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“…The proposition is that negative feedback (publicly) will increase attentiveness and learning beyond that of traditional feedback mechanisms that are not within the dialogic space. It has contributed to the call for further research on the contextualised nature of learning and the potential for ethnographic studies in this context [29]. Using the techniques of scenarios and survey has enabled an empirical exploration of the student engagement in this type of learning with technological artefacts.…”

Section: Discussion and Conclussionsmentioning

confidence: 99%

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Kear¹,

Robin²

2015

ijacsa

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Abstract-This paper considers the role of emotional engagement during the use of a simulation. This is placed in the context of learning about marketing. The literature highlights questions of engagement and interactivity that are entailed in the use of these simulations. It is observed here that both the anticipation of and the process of engagement with the simulation generate emotional responses. The evidence of emotional anticipation was collected through the use of vignettes and a short survey. The production of negative emotions before and after the activity was observed and considered. The particular occurrence of these emotions on the development of understanding is then discussed. There is general evidence for the mundane reality of such simulations that support learning and group engagement. The connection with activity theory was explored and proposed as a potential theoretical fit with the evidence.

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Section: Discussion and Conclussionsmentioning

confidence: 99%

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Kear¹,

Robin²

2015

ijacsa

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“…From a non-academic and social perspective, in this analysis, the notion of an embedded identity connotes other positive-related outcomes, such as heightened self-esteems (e.g., "I feel pretty good about myself") and experiential feelings of morality. The latter emphasis is rather unique and relates closely to some cultural groups (Phan, et al, 2010;A. D. Ravuvu, 1988;Teaero, 2002), wherein there is a strong ideology and acceptance of sharing, caring, and looking out for others' social and moral well-being.…”

Section: Identity and Engagementmentioning

confidence: 99%

“…In some indigenous societies, for example, the notion of acceptance and belongingness facilitates and promotes experiential feelings of caring, sharing, and collectivist thinking (Nabobo, 1998;Nabobo-Baba, 2006;Phan, 2012c;Phan, et al, 2010;A. Ravuvu, 1983).…”

Section: A Collective Sense Of Identitymentioning

confidence: 99%

“…Some Indigenous groups, for instance, are more inclined and/or compelled to engage in communal learning in order to share altruistic values and beliefs with others. This notion of collectivism (Markus & Kitayama, 1991;Triandis, Bontempo, Villareal, Asai, & Lucca, 1988), in contrast to individualistic thinking, dictates an ideology of group accomplishments and non-evaluative practices (Phan, Maebuta, & Dorovolomo, 2010). Individuals, by means of sharing information and caring for others, experience a sense of cultural identity, affiliation, and belongingness to a community (Phan, In press-2013).…”

Section: Introductionmentioning

confidence: 99%

“…Individuals, by means of sharing information and caring for others, experience a sense of cultural identity, affiliation, and belongingness to a community (Phan, In press-2013). Individualism, differing from connectedness and communalism, espouses a motive for individual success, based on reasons such as a need to achieve for recognition, pride, and family values (Phan, et al, 2010). The Asian ethos (e.g., filial piety: Chow & Chu, 2007), for example, embraces the importance of family, and philosophical beliefs that accentuate commitment, duty, and honor.…”

Section: Introductionmentioning

confidence: 99%

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The Capitalization of Personal Self-Efficacy: Yields for Practices and Research Development

Phan¹

2013

JEDP

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Quality learning in achievement contexts is an important feat for enhancement and development. In a similar vein, in the contexts of secondary schooling, academic engagement is a major element for scholarly consideration (e.g., "I really enjoy coming to school, and taking part in these social activities"). In the area of educational psychology, there have been various cognitive (e.g., achievement goal orientations) and noncognitive (e.g., self-concept) theories that note and explain individuals' learning, academic engagement, motives, etc. Bandura's (1986) social cognitive theory, especially the tenets of personal self-efficacy (Bandura, 1977(Bandura, , 1997 have been researched and used to account and predict individuals' cognition and behaviors in educational and non-educational settings.This theoretical review then, explores a few identified issues related to quality learning -for example, one's sense of identity and how this psychosocial facet features in the teaching and learning processes. We also scope, in the latter section of this article, the potency of personal self-efficacy in the contexts of quality learning and school engagement, and how this theoretical orientation, in totality, may result in effective practices and continuing research development.

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Has a National Policy Focus on Early Childhood Made a Difference for Indigenous Children? An Analysis of LSAC Data

Sims

Phan

2013

ICEP

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The Australian policy environment has undergone significant changes with a move towards evidence-based policy development. It is in this climate that the Longitudinal Study of Australian Children (LSAC) began collecting data. The study began in 2003 with 2 cohorts of children (birth-1 year and 4–5 years) and the 5th wave of data collection occurred in 2011/12. In this analysis we use the data from the first wave of data (collected in the 6 months between August 2003 and March 2004) and the third wave, collected in the 9 months between July 2007 and April 2008. This latter was a time when a range of initiatives addressing Indigenous disadvantage through early childhood interventions had been in operation for some time: both early childhood and Indigenous policy was strongly focused on the quality of early childhood service provision, with a strong focus on evidence-based service development. In this paper we present a comparison of outcomes for Indigenous and non-indigenous Australian children who have grown up in these 2 different policy eras.

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The Relations between Personal Epistemology and Learning Approaches in Sociocultural Contexts: A Theoretical Conceptualization

Cited by 5 publications

References 0 publications

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

The Capitalization of Personal Self-Efficacy: Yields for Practices and Research Development

Has a National Policy Focus on Early Childhood Made a Difference for Indigenous Children? An Analysis of LSAC Data

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