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Self-construal priming selectively modulates the scope of visual attention (pdf)
Hypothesis: 1) Interdependent self-construal emphasizing relationships and fitting in with others, which is usually held by Eastern Asians, is associated with a broader attention scope. 2) Independent self-construal focusing on the appreciation of one’s difference from others and the importance of self-assertion, which is usually held by Westerners, is associated with a narrow attention scope.
Method: Quantitative research - Laboratory experiment
Results: The attention scope was activated significantly broader by interdependent self-construal priming than by independent self-construal priming.
Civic engagement teaching promotes academic identity development in late high school and early college
Hypothesis: After completing years of education at FHS which provides civic engagement and advocacy education, students see themselves as academic learners who are striving to have positive impact on their community and society.
Method: Qualitative research - Interview
Preliminary Results: 1) The pedagogy of taking action in response to injustices led to a student identity stance called “self-as-model”, in which they described the desire to success come from the desire to be models for their siblings and peers. 2) The culture of relentless support from teachers fostered a student identity stance called “upstander”, in which they took a civically engaged stance on behalf of others who needed help.
A case study on an academically low-achieved student
Hypothesis: 1) The low academic productivity is caused by low self-efficacy. 2) Several classroom factors contribute to the low academic productivity.
Method: Qualitative research - Observation (based on CLASS model)
Results: 1) The student could not follow his teachers’ instructions, so he’d gradually developed a negative self-image in academic abilities and had become withdrawn and disengaged in his classes. As a result, there was a vicious circle that undermined his motivation to learn. 2) This academic dysfunction is caused by a lack of scaffolding, encouragement, caring for student's interest and responsiveness.