PSYC 5123 Educational Psychology Lecture Notes (PDF)

PSYC 5123 Educational Psychology TB Chap 9.. & 10.. 2023-2024 TERM 2 LECTURE 5 FEBRUARY 8, 2024 Agenda Ø Personality and Individual Differences Ø Diversity and Cultural Differences in Education Personality and Individual Differences Individual Differences u Individual difference concerns how each of...

PSYC 5123 Educational Psychology TB Chap 9.. & 10.. 2023-2024 TERM 2 LECTURE 5 FEBRUARY 8, 2024 Agenda Ø Personality and Individual Differences Ø Diversity and Cultural Differences in Education Personality and Individual Differences Individual Differences u Individual difference concerns how each of us differ from one another. u How are genes related with individual differences? u Genetic Make-up u Family Studies & Adoption Studies u Molecular Genetics Barsky, P., & Gaysina, D. (2016). Gene-environment interplay and individual differences in psychological traits. Behavioural Genetics for Education, 24-41. Intelligence u u What’s your definition of intelligence? “One’s ability to learn from experience and to adapt to, shape and select environments” (Sternberg, 2012, p. 19). Categories of Intelligence (Sternberg et al., 1981) u Practical problem-solving skills u Verbal ability u Social competence How Do We Measure Intelligence? u It was too simplistic to rank people as high, average, and low intelligence, as people could be extraordinary strong in one area, average in another area, and weak in a third (Gardner, 1983). u Multiple intelligence u Linguistic intelligence u Musical intelligence u Spatial intelligence u Logical-mathematical intelligence u Bodily-kinaesthetic intelligence u Interpersonal intelligence u Intrapersonal intelligence u Naturalistic intelligence Crystallized and Fluid Intelligence u Raymond B. Cattell (1905–98) suggested that intelligence was not made up of a single ‘general ability’ but two interconnected abilities and introduced the idea of crystallized and fluid intelligence. u Crystalized intelligence is the knowledge we have acquired through our education (e.g., vocabulary and facts). u Fluid intelligence is an individual’s ability to process and respond to situations (e.g., problem solving and planning) Testing Intelligence u u u u Achievement test - previous learning (e.g., PSYC 5123 Exam) Aptitude test - skills or abilities in a specific area (e.g., Common Recruitment Examination (CRE) for recruiting civil servants in Hong Kong) Intelligence test - problem solving, adaptation, general mental ability (e.g., WISC, WAIS, Stanford-Binet) Measure different intelligence in a reliable, valid, and standardized way Intelligence Test Aptitude Test Emotional Intelligence u Emotional intelligence (EI or EQ) refers to the ability to perceive, control, and evaluate emotions. u “Ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and behavior” (Salovey & Mayer, 1990). Emotional Intelligence u Four abilities and branches involved in emotional intelligence (Salovey & Mayer, 1990) Emotional Intelligence u Five main emotional intelligence constructs (Goleman, 1995) Critics on Emotional Intelligence u Lack of scientific objectivity. u u Psychological methodologies have not been fully scientifically validated. Locke (2005) argued EI is a misinterpretation of the construct of intelligence. u A domain of general intelligence applied to a particular life domain. u It’s a skill, not a separate entity. Discuss and Share J 1) What's your definition of a student's success? Which one determines that success, IQ or EQ? 2) Is there a link between students' IQ and EQ? If so, how are they related? If not, why? 3) IQ or EQ, which determines students' long-term development? 4) What are the difficulties for schools or policymakers to include a component of EQ in curricula? 5) How can teachers and parents support students' EQ development in daily practices? Personality u “a dynamic organization, inside the person, of psychophysical systems that create the person” (All port, 1961, p. 19). u “consistent behavior patterns and intrapersonal processes originating within the individual” (Burger, 2015, p.4) u The core of defining personality is that it describes an essence intrinsic to a person that remains consistent over time and informs how people behave in a situation. Four Temperament Theory * * *FI T u Hippocrates believed that how people thought and acted was informed by their internal physical balance of four key bodily fluids called humours: Blood, Black bile, yellow bile, and Phlegm. u Based on Hippocratic’s four key bodily fluids (Humours), four temperament theory was proposed (Galen). state = trait https://www.structural-learning.com/post/personality-theories Trait Theory of Personality u Personality type: a categorization of personality (e.g., extroverted/introverted). u Personality trait: a continuum of personality, where each trait categorizes us according to the level at which this trait is present. u Two fundamental assumptions of trait theory of personality u Everyone is unique in terms of personality. These differences are relative to one another rather than absolute. u Each of our trait is consistent across time and situations. Oshio, A., Taku, K., Hirano, M., & Saeed, G. (2018). Resilience and Big Five personality traits: A meta-analysis. Personality and individual differences, 127, 54-60. Personality and Education u How does personality affect education? Activity J https://www.humanm etrics.com/personality/ test https://www.humanm etrics.com/personality/ learning-styles Diversity and Cultural Differences in Education Diversity and Cultural Differences u Oxford English Dictionary (2012) definition of diversity: u The state of being varied u A range of different things u Culture can be understood as the arts and customs of a nation or group. u Cultural difference as involving the integrated and maintained system of socially acquired values, beliefs and rules of conduct which impact the range of behaviours considered acceptable, which may be distinguishable from one societal group to another (Adler, 1997). Diversity and Cultural Differences u Cultural differences include the various beliefs, behaviours, languages, practices and expressions considered unique to members of a specific ethnicity, race or national origin. u Cultural differences contribute to an individual’s relationship with their external environment, for instance an educational setting. Diversity and Cultural Differences Multicultural Education u Multicultural education: any form of education that incorporates the histories, texts, values, beliefs and perspectives of people from different cultural backgrounds. u A key goal of multicultural education is to improve the academic performance of ethnically diverse students by removing incompatibilities in cultural and learning styles. https://gigedu.org/2022/06/30/critical-multicultural-education-an-overview/ Anti-Bias Approaches in The Classroom https://qualitystartla.org/how-bias-impacts-our-relationships-with-children-and-families/ Inclusive Education u Inclusive education aims to support diversity u Promotes the inclusion of students with a range of abilities and disabilities in a mainstream learning environment alongside other students. Intersectionality https://www.youtube.com/watch?v=O1islM0ytkE Intersectionality u Intersectionality is an analytical framework for understanding how aspects of a person’s social and political identities combine to create different modes of discrimination and privilege. u Social identities are not independent or one-dimensional but are multiple and intersecting. u Intersectionality offers a way of explaining the complexity in the world, in people and in human experiences, including those in education settings. u Intersectionality can pave the way for a more inclusive education, by identifying the interaction of multiple factors that lead to discriminatory processes in schools towards different pupil groups (Bešić, 2020). Intersectionality u https://www.ted.com/talks/kimb erle_crenshaw_the_urgency_of_in tersectionali ty?utm_campaign=tedspread&ut m_medium=referral&utm_source =tedcomsha re Article 1 Hoang, A. P., & Jordan, L. P. (2019). Internationalisation and intersectionality in Hong Kong university student life: an exploratory study of social exclusion. Multicultural Education Review, 11(2), 114-134. “The present study aims to demonstrate the ‘promise of intersectionality’ (Museus & Griffin, 2011) through an exploration of university student life at the nexus of internationalisation and social exclusion in Hong Kong.” (Hoang & Jordan, 2019, p. 118) (1) What social groups of students are most affected by social exclusion on this Hong Kong university campus? (2) What characterises these students’ experiences of social exclusion on this Hong Kong university campus? (3) How are these students’ experiences of social exclusion connected to Hong Kong higher education internationalisation? Article 2 Wang, Y. (2015). The mystery revealed—Intersectionality in the black box: An analysis of female migrants' employment opportunities in urban China. Hypatia, 30(4), 862-880. u “I define intersectionality here as a process where both the interactions among identity categories and the main effects of each identity category occur (Weldon 2008). u It is also a process by means of which different types of power relations interact to generate diverse patterns of inequality for individuals. u In this sense, this theory is concerned not only with identity categories and their practices, but also with how social inequalities are produced and reproduced during these practices and processes.” (Wang, 2015, p. 864) Article 3 u Intersectionality can be defined as the “relationships among multiple social dimensions and modalities of social relations and subject formations” (McCall, 2005, p. 1771). u Museus, S. D., & Griffin, K. A. (2011). Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse. New Directions for Institutional Research, 2011(151), 5-13. u In simpler terms, it can be defined as the processes through which multiple social identities converge and ultimately shape individual and group experiences (Shields, 2008). Structural intersectionality refers to how multiple social systems intersect to shape the experiences of, and sometimes oppress, individuals (Crenshaw, 1991). “When we use the terms intersectionality research, intersectionality framework, or intersectional analysis, we are referring to the utilization of intersectionality to approach and conduct empirical social science research. …how higher education researchers can use intersectionality and intersectional analyses to develop more informed understandings of the experiences of students, as well as faculty, administrators, and staff in higher education.” (Museus & Griffin, 2011, p. 7) Next Class Ø Collaboration and Cooperation in Learning