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Testing The Factorial Invariance Of The Filipino And English Versions Of The Inventory Of School Motivation For Filipino Bilingual Students, Fraide A. Ganotice, Allan B.I. Bernardo, Ronnel B. King
Testing The Factorial Invariance Of The Filipino And English Versions Of The Inventory Of School Motivation For Filipino Bilingual Students, Fraide A. Ganotice, Allan B.I. Bernardo, Ronnel B. King
Ronnel B King
This study tests the invariance of the original English version and the Filipino translation of the Inventory of School Motivation (ISM; McInerney & Sinclair, 1992), an instrument that assesses student motivation in schools. In particular, the study (a) assessed the invariance of the ISM across two Filipino-English bilingual samples that answered one of the two language versions, and (b) assessed the between-network construct validity of the two language versions, by examining how selected motivation scales of the two versions relate to students’ self-perceptions
The Development And Validation Of The Relational Self-Esteem Scale, Hongfei Du, Ronnel B. King, Peilian Chi
The Development And Validation Of The Relational Self-Esteem Scale, Hongfei Du, Ronnel B. King, Peilian Chi
Ronnel B King
he development and validation of the Relational Self-Esteem Scale. Scandinavian Journal of Psychology. According to the tripartite model of the self (Brewer & Gardner, 1996), the self consists of three aspects: personal, relational, and collective. Correspondingly, individuals can achieve a sense of self-worth through their personal attributes (personal self-esteem), relationship with significant others (relational self-esteem), or social group membership (collective self-esteem). Existing measures on personal and collective self-esteem are available in the literature; however, no scale exists that assesses relational self-esteem. The authors developed a scale to measure individual differences in relational self-esteem and tested it with two samples of …
How You Think About Your Intelligence Determines How You Feel In School: The Role Of Theories Of Intelligence On Academic Emotions, Ronnel B. King
How You Think About Your Intelligence Determines How You Feel In School: The Role Of Theories Of Intelligence On Academic Emotions, Ronnel B. King
Ronnel B King
Research on implicit theories of intelligence and academic emotions have proceeded in parallel with little cross-over of ideas. This study aims to examine the potential synergies that may exist between these two strands of research by examining whether implicit theories of intelligence can function as a predictor of academic emotions when situated within Pekrun's (2006) control-value theory of achievement emotions. Filipino secondary school students (N = 1147) participated in the study. Hierarchical regression analyses were employed to investigate the predictive effects of implicit theories of intelligence on academic emotions after controlling for the variance accounted for by demographic variables, social …
Including Social Goals In Achievement Motivation Research: Examples From The Philippines, Ronnel B. King, Dennis M. Mcinerney
Including Social Goals In Achievement Motivation Research: Examples From The Philippines, Ronnel B. King, Dennis M. Mcinerney
Ronnel B King
Traditional theories of achievement motivation such as achievement goal theory mostly neglected its more social aspects. This paper focuses on social goal as a key construct and argues for the need to include social goals in the research agenda. This is especially important when conducting research among collectivist societies where the interdependent self-construal is more salient. Examples of social goal research done within one collectivist culture, the Philippines, are provided. Overall, social goal research in the Philippines supports the inclusion of social goals when examining students’ motivational dynamics.
“Socializing” Achievement Goal Theory: The Need For Social Goals, Ronnel B. King
“Socializing” Achievement Goal Theory: The Need For Social Goals, Ronnel B. King
Ronnel B King
Cultures shape the types of goals that students pursue in the classroom. However, research in achievement goal theory seems to have neglected this cultural aspect with its exclusive focus on individualistically-based goals such as mastery and performance goals. This emphasis on mastery and performance goals may reflect Western individualist psychological thinking. Thus, social goals, which may be more salient in collectivist cultures, are relatively neglected. There is a dearth of studies investigating the role of social goals in academic motivation, and the few studies that did explore them are somewhat problematic. This paper reviews research done within the achievement goal …
What Do Students Feel In School And How Do We Measure Them?: Examining The Psychometric Properties Of The S-Aeq-F., Ronnel B. King
What Do Students Feel In School And How Do We Measure Them?: Examining The Psychometric Properties Of The S-Aeq-F., Ronnel B. King
Ronnel B King
The objective of this study was to examine the reliability and construct validity of the Short Version of the Academic Emotions Questionnaire for Filipinos (S-AEQ-F) which is an adaptation of the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005). The S-AEQ-F measures eight discrete academic emotions in the learning context: anger, anxiety, boredom, enjoyment, hope, hopelessness, pride, and shame. Filipino high school students (N = 1,121) completed the S-AEQ-F. Responses to this questionnaire were shown to have good internal structure and support was affirmed for its construct validity in terms of its factorial structure and correlations with other educational …