ORCID Profile
0000-0002-6589-7723
Current Organisation
University of Tasmania
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Publisher: EARLI
Date: 04-2020
Publisher: Informa UK Limited
Date: 15-04-2020
Publisher: Routledge
Date: 26-06-2019
Publisher: Wiley
Date: 20-06-2019
DOI: 10.1016/J.ADOLESCENCE.2019.06.003
Abstract: Traditional math‐gender stereotypes suggest that boys/men are more likely to enjoy and succeed in mathematics while girls/women are more likely to enjoy and succeed at language arts subjects. The usefulness of implicit measures of math‐gender stereotypes has been a subject of investigation in mainly the adult research literature. This is problematic, as adults have typically already made many important decisions about their academic and professional futures, thus making it unclear as to whether implicit attitudes about mathematics causally influence men and women's participation in STEM. Therefore, it is important to assess if the same kind of implicit and explicit stereotypes are found among adolescents who have yet to make many of these decisions. A total of 196 eighth‐grade students and 80 adults participated in this study. Participants completed both implicit and explicit self‐report measures of math‐gender stereotype attitudes, in addition to measures of math self‐concept, verbal self‐concept, as well as mathematical performance. Results/conclusions: We found that adolescent boys and girls reported either in‐group favouritism or egalitarian attitudes towards math and language subjects. Adult participants reported more typical math‐gender stereotypes on self‐report measures. Adults also demonstrated a correlation between explicit and implicit measures of math‐gender stereotype, which was not the case for adolescents. Implicit math‐gender stereotype measures were not a reliable predictor of any other math‐related variables among adults or adolescents. These results are discussed in terms of their implications for the potential usefulness of implicit measures of math‐gender stereotypes for adolescents.
Publisher: Wiley
Date: 11-2015
DOI: 10.1002/BSL.2210
Abstract: A total of 1,074 undergraduates judged the truthfulness of children's interviews (from verbatim transcripts) about experiencing injuries serious enough to require hospital emergency room treatment. Ninety-six children (three age groups: 5-7, 8-10, and 11-14 years, 50% girls) were interviewed. At each age, 16 children told truthful accounts of actual injury experiences and 16 fabricated their reports, with half of each group coached by parents for the previous 4 days. Lies by 5- to 7-year-olds, whether coached or not, were detected at above-chance levels. In contrast, 8- to 10-year-olds' accounts that were coached, whether true or not, were more likely to be believed. For 11- to 14-year-olds, adults were less likely to accurately judge lies if they were coached. The believability of children aged 8 or above who were coached to lie is particularly disturbing in light of the finding that participants were more confident in the accuracy of their veracity decisions when judging coached reports.
Publisher: Elsevier BV
Date: 10-2012
DOI: 10.1016/J.BEPROC.2012.07.002
Abstract: While previous research has investigated the ability of animals to learn the spatial and temporal contingencies of biologically significant events (known as time-place learning), this ability has not been studied in humans. Children ranging from 5 to 10 years old were tested on a modified interval time-place learning task using a touchscreen computer. Results demonstrate the children were able to quickly learn both the timing and the sequence of this task. Despite a lack of anticipation on baseline trials, the children continued to follow the spatio-temporal contingencies in probe sessions where these contingencies were removed. Performance on the probe sessions provide strong evidence that the children had learned the spatio-temporal contingencies. Future research is needed to determine what age-related changes in iTPL occur. Furthermore, it is argued that this procedure can be used to extend interval timing in research in children, including, but not limited to, investigation of scalar timing with longer durations than have previously been investigated.
Publisher: SAGE Publications
Date: 27-10-2022
DOI: 10.1177/08295735211054699
Abstract: Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.
Publisher: Elsevier BV
Date: 03-2015
Publisher: Springer Science and Business Media LLC
Date: 15-08-2018
Publisher: Springer Science and Business Media LLC
Date: 14-07-2018
No related grants have been discovered for Aishah Bakhtiar.