Recap of Spring 2016 Events

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. Behnagh shared his research regarding the information processing theory using computer programs to learn about science topics.  His study measured self-regulated learning in multiple ways including trace data, questionnaires, teacher ratings, interviews, diaries, think alouds, eye tracking, and physiological measures.

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.

Movie Night

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.

15^th Annual Poster Session

The Educational Psychology and Methodology RGSO collaborated with the School Psychology RGSO and Counseling Psychology RGSO to offer the 15^th 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.  

1st Annual Ed Psych RGSO Data Blitz was a Success!

The purpose of the Data Blitz was to give graduate students an opportunity to share their research with other graduate students.  Each student was given a maximum of seven minutes to present their research.  The Data Blitz allowed students to learn more about what peers have been working on, share feedback, and participate in discussions.

The following graduate students shared their research at the Data Blitz:

David Franklin

Franklin, D. (2015). The importance of instructor and student variables in course evaluations.             

Project Advisor: Dr. Zheng Yan (completed in EPSY 680)

Allyson Kaczmarek

Kaczmarek, A. (2015). Virtual multi-player game type and its effect on altruistic behavior tendencies.

            

Project Advisor: Dr. Joan Newman   

                   

Kara Hogan

Hogan, K. (2015). Self-regulated learning by adults in an online professional development context.

Project Advisor: Dr. Heidi Andrade (dissertation)

Sung Yong Park

Park, S. Y. (2015). Self-compassion as a moderator of relationship between perceived stress, victimization experience and depression in soldiers in Korea.

Project Advisor: Dr. Zheng Yan

Park, S. Y. (2015). Self-disclosure on social networking sites: A systematic review.

  

Project Advisor: Dr. Zheng Yan

Hirah Mir

Mir, H. (2015). School experiences and change in ethnic identity over time.

Project Advisor: Dr. Zheng Yan (completed in EPSY 680)

Tom Robertson

Robertson, T. (2015). Haiti house person tree test: A multivariate generalizability study.

Project Advisor: Dr. Kim Colvin

Robertson, T. (2015). How to create and use factorial surveys for psychology.

Project Advisor: Dr. Zheng Yan

Julio McLaughlin

McLaughlin, T. (2015). Use of formative assessment instruments to foster creativity in science inquiry contexts.

Project Advisor: Dr. David Dai

Fusun Sahin

Sahin, F. (2015). Analyzing students’ usage of Blackboard Learning Management System from log data.

Project Advisor: Dr. Zheng Yan 

Sahin, F. (2015). Automated detection of items for key validation.

Project Advisor: Jerome Clauser, American Board of Internal Medicine

Wenqian Wang

Wang, W. Q. (2015). Ethnic differences in helicopter parenting in the U.S.

Project Advisor: Dr. Zheng Yan (completed in EPSY 680)

A huge thank you to the event coordinators for making the first Data Blitz possible, the presenters for sharing their research, and everyone who attended!

Fall Brown Bag #3 with Dr. Jessica Namkung

For our last Brown Bag of the semester, Dr. Jessica Namkung presented her research regarding students' learning of fractions.  She presented two studies, and a discussion followed regarding students' fraction knowledge.

One study investigated the cognitive mechanisms underlying students' fraction and whole-number learning.  Dr. Namkung chose to focus on specific cognitive factors used for calculations including working memory, processing speed, phonological reasoning, nonverbal reasoning, language, incoming calculation, and attentive behavior.  She then examined these predictors to determine if there was a difference in which underlying mechanisms are present for fraction learning compared to whole-number learning.  Dr. Namkung used factor analysis to determine that the significant predictors of fraction learning are language, processing speed, and attentive behavior.  Significant predictors of whole-number learning were found to be processing speed, attentive behavior, and incoming calculation.  In conclusion, both attentive behavior and processing speed are common predictors.  Some implications for instruction include training students on using the predictors, teaching more mathematical strategies that allow for students to compensate for slow processing speed in order to increase efficiency, explicitly teaching vocabulary, and requiring students to explain their understanding of terms.

The second study examined the abundance of fraction difficulties that exist among students.  According to Dr. Namkung, whole-number bias is a common occurrence in students' understanding of fractions, and this reasoning has an effect on students' understanding of fraction magnitudes.  Dr. Namkung examined fourth graders considered to have adequate whole-number knowledge and fourth graders with deficits in whole-number knowledge.  She found that students with adequate whole-number knowledge performed better on fraction problems than students with less severe whole-number knowledge deficits, and students with less severe whole-number knowledge deficits performed better than students with more severe whole-number knowledge deficits.  Significant differences were shown for all groups.  In conclusion, this study found that if a student has difficulties with whole-numbers then the student is likely to also have difficulties understanding fractions, and more research needs to be conducted to determine why this relationship exists.

Fall 2015 Brown Bag #2 with Dr. Sigmund Tobias and Dr. J. Dexter Fletcher

For our second Brown Bag Presentation of the semester, Eminent Research Professor Dr. Tobias and Dr. Fletcher of the Institute for Defense Analyses led a discussion of their findings related to the use of digital games as a form of educational technology.

According to Dr. Tobias and Dr. Fletcher, as the use of technology has become more popular in educational settings, interest regarding the use of computer games to deliver meaningful instruction has increased.  Digital games can be very useful educational tools if they are used correctly.  Games allow students to interact with the curriculum and instruction.  Students may be more motivated to learn using a game than other forms of instruction.  Games have the ability to give students a sense of self in which they can interact with their technological environment.  Games may also be ideal for students that have learning difficulties, minority students, and students from low SES backgrounds due to the ability of games to tailor games to students' individual differences. Digital games can be used not only in schools, but also in the workplace for instructional development.  It is important to conduct cost analyses, but digital games can cut down on the cost of training and instructional development,

Games must be educational in order to be useful for an instructional purpose.  Digital game creators need to focus on what students will be learning from the game not just the technology behind the game.  In order for games to be useful and effective, they need to be highly integrated with the curriculum.

Fall 2015 Brown Bag #1 with Dr. Mariola Moeyaert

Dr. Mariola Moeyaert presented our first Brown Bag discussion of the semester.  Dr. Moeyaert discussed the topic of "Multilevel Meta-Analysis of Single-Case Effect Size Estimators: General Introduction and Application".

This is Dr. Moeyaert's first year teaching at UAlbany.  She is teaching Statistics 1 this Fall and will be teaching Statistics 2 and Single-Case Experimental Design in the Spring of 2016.  Dr. Moeyaert received her Ph.D. in Educational Statistics at the Methodology of Educational Sciences Research Group, KU Leuven, Belgium.  

Dr. Moeyaert has been researching how the three-level meta-analytic model can be used to combine data from single-subject experimental designs and estimate effect size.  The findings can be used to evaluate and improve interventions in addition to influencing future single-subject experimental design research. 

The multi-level analysis of single-case experimental data consists of three main parts: single-case experimental designs, multilevel modeling, and meta-analysis.  Single-case experimental designs are used to collect data for a single individual over time.  The collected data are used to determine if an intervention is having an impact on an individual's performance on what is being measured.  A multilevel modeling approach allows researchers to look at the effect sizes within cases, across multiple cases, and across multiple studies. Meta-analysis is then used to determine if interventions are useful and successful.  Dr. Moeyaert's research has concluded that a multilevel modeling framework successfully estimates the effect within cases, across cases, and across studies. 

Welcome Back Fall 2015!

Orientation

To kick off the 2015-2016 school year, students and faculty attended the Educational Psychology and Methodology Division Orientation.  We welcomed new students and faculty, shared our accomplishments, and discussed our goals for the future. To learn more about each other, we formed small groups and answered questions to win prizes. We then worked together in our groups to complete an activity in which we tried to build the tallest tower using only note cards.

A huge thank you to Holly for taking such great pictures! :)

2015-2016 Ed Psych RGSO

The results are in!  Congratulations to the new E-Board Members!!

President: David Franklin
Vice President: David Bogin
Treasurer: Tom Robertson
Secretary: Wenqian Wang
Representative: Hirah Mir and Emily Rodabaugh
ListServ Manager: Yi He

Future Events

Be sure to follow the EdPsy Student Facebook page for info about future events.  We look forward to seeing you there!