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Why Do Girls Do Better in Reading than Boys? How Parental Emotional Contagion Explains Gender Differences in Reading Achievement
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Nalipay, Ma. Jenina N.; Cai, Yuyang; King, Ronnel B. – Psychology in the Schools, 2020
Previous studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent-child emotional contagion in explaining gender differences, by investigating how parents' reading emotion…
Descriptors: Gender Differences, Reading Achievement, Parent Influence, Emotional Response
The Role of Social-Academic Goals in Chinese Students' Self-Regulated Learning
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Wang, Jing; King, Ronnel B.; Rao, Nirmala – European Journal of Psychology of Education, 2019
The role of mastery and performance goals in self-regulated learning (SRL) has received much attention. However, in collectivist and Confucian-heritage contexts, social-academic goals may also play an important, yet unexamined role in SRL. This study examined the association between social-academic goals and SRL. We tested a hierarchical model…
Descriptors: Metacognition, Structural Equation Models, Mastery Learning, Goal Orientation
Nurturing Grateful and Connected Twenty-First Century Learners: Development and Evaluation of a Socially Oriented Gratitude Intervention
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Caleon, Imelda S.; King, Ronnel B.; Tan, Jennifer Pei-Ling; Low, Michelle; Tan, Chee Soon; Liem, Gregory Arief – Asia Pacific Journal of Education, 2017
This study aimed to develop and examine the effects of a socially oriented gratitude intervention (SOGI) on secondary students' gratitude level and interpersonal relationships. To these ends, we used a quasi-experimental research design: The experimental group (n = 46) participated in the two-week intervention during a class subject focusing on…
Descriptors: Intervention, Prosocial Behavior, Control Groups, Experimental Groups
The Social Underpinnings of Motivation and Achievement: Investigating the Role of Parents, Teachers, and Peers on Academic Outcomes
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King, Ronnel B.; Ganotice, Fraide A. – Asia-Pacific Education Researcher, 2014
High-quality social relationships are important for students' academic motivation and achievement. However, the specific pathways through which social relationships influence motivation, learning, and achievement are still unclear. Guided by Anderman's (in: Urdan (ed.), "Advances in motivation and achievement, vol. 11: the role of contextual…
Descriptors: Parent Role, Academic Achievement, Student Motivation, Secondary School Students