Brown Bag Presentations
Applications of Structural Equation Modeling in Cross-Cultural Well-Being Research: Measurement and Structural Equivalence by Dr. Hung Bin Sheu
Dr. Sheu presented his research regarding the issues and applications of structural equation modeling (SEM) techniques when used for cross-cultural well-being research. It is important to determine the cultural differences that may exist that affect theory implementation and assessment tools. The cross-cultural validity of social cognitive theory was tested using SEM to analyze college students' well-being from four different countries. Measurement and structural equivalence of hypothesized models can be examined using a hierarchical procedure. There are different forms of equivalence when studying specific tools such as assessments including conceptual, content, semantic, and statistical equivalence. In addition, structural equivalence can be examined by looking at theory relationships and factor covariances.
The hypothesized model specifically used for this presentation included information regarding personality traits, cultural orientations, and other environmental and person-cognitive variables to predict academic outcomes in addition to outcomes related to global well-being for various cultural and language contexts. The ways in which the research affects practice and future research was discussed in terms of how the results obtained can be used to improve and modify theories.
Self-Regulated Learning and Self-Control by Dr. Heidi Andrade, Dr. Reza Feyzi Behnagh, and Dr. Mark Muraven
Dr. Andrade discussed the theories, research, background, and practical implications related to self-regulated learning. In addition, Dr. Andrade discussed her research regarding the relationship between classroom assessment and self-regulated learning. Research in those two fields of study has begun the process of merging together to best understand student learning and self-regulation and how assessment affects that process. For example, goals can be used as learning targets that can then be formatively assessed to determine student progress in addition to evaluating and improving teaching strategies.
Dr. Muraven presented his research on the idea of self-control depletion. In other words, self-control will eventually fail if used for an extended amount of time. He shared the results of his studies related to alcohol restraint which found that the more days an individual is required to use self-control to not drink alcohol, the more likely they are to drink again. This leads to the importance of individuals finding ways to balance and recharge their self-control and build self-control strength.
For the Spring Movie Night, the RGSO presented the 1936 marijuana propaganda film, “Reefer Madness”. Chad King from the History department and Julio McLaughlin from the Educational Psychology and Methodology department facilitated the discussion.
Navigating the Non-Academic Job Market Panel
Along with the Future Faculty Leadership Council (FFLC), the Ed Psych RGSO held a panel discussion regarding how to prepare for post-academic and alternative job markets. Participating Ed Psych alumni included Georgia Brooke, Fei Chen, and Zach Warner. They shared valuable information and tips related to their own experiences in the non-academic job market.
15th Annual Poster Session
The Educational Psychology and Methodology RGSO collaborated with the School Psychology RGSO and Counseling Psychology RGSO to offer the 15th Annual Poster Session as a department-wide event. The RGSOs were honored to have Provost James Stellar attend the poster session. Students shared their research findings, conference presentations, current literature reviews and syntheses, research in progress, and academic intervention evaluations. Dr. Christopher Chabris was the session’s keynote speaker. Dr. Chabris is an Associate Professor of Psychology and co-director of the Neuroscience Program at Union College in addition to serving as an Adjunct Assistant Professor of Neurology at Albany Medical College. He shared his research regarding selective attention, multitasking, and the famous “Invisible Gorilla” test.