Duane F. Shell

Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon.

This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy, outcome expectancy, and effort causal attribution; high mastery and performance approach and low work avoidance goal orientations; and positive affect. The low end of Dimension 1 linked low strategy use and effort to low self-efficacy, outcome expectancy, and effort causal attribution; high work avoidance goal orientation; and low affect. The high end of bipolar Dimension 2 linked knowledge-building strategies, but not active self-regulation or study effort, to high self-efficacy, outcome expectancy for learning but not grades, and affect causal attribution; high mastery goal orientation; and positive affect. The low end of Dimension 2 linked surface learning, consisting of active self-regulation and study effort but not personal knowledge building, to high effort causal attribution but low self-efficacy and outcome expectancy. Unipolar Dimension 3 linked learned helplessness to high outcome expectancy and external causal attribution but low self-efficacy; high work avoidance goal orientation; and high negative affect and anxiety.

The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform BestTeaching Practices

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Improving learning of computational thinking using creative thinking exercises in CS-1 computer science courses

Promoting computational thinking is one of the top priorities in CS education as well as in other STEM and non-STEM disciplines. Our innovative NSF-funded IC2Think project blends computational thinking with creative thinking so that students leverage their creative thinking skills to “unlock” their understanding of computational thinking. In Fall 2012, we deployed creative exercises designed to engage Epsteins creative competencies (Surrounding, Capturing, Challenging and Broadening) in introductory level CS courses targeting four different groups (CS, engineering, combined CS/physical sciences, and humanities majors). Students combined hands-on problem solving with guided analysis and reflection to connect their creative activities to CS topics such as conditionals and arrays and to real-world CS applications. Evaluation results (approximately 150 students) found that creative thinking exercise completion had a linear “dosage” effect. As students completed more exercises [0/1 - 4], they increased their long-term retention [a computational thinking test], F(3, 98) = 4.76, p =.004, partial Eta2 = .127 and course grades, F(3, 109) = 4.32, p =.006, partial Eta2 = .106. These findings support our belief that the addition of creative thinking exercises to CSCE courses improves the learning of computational knowledge and skills.

The Unified Learning Model

The Unified Learning Model (ULM) is a model of how people learn and a resulting model of teaching and instruction. The academic literature is filled with models about learning, teaching and instruction. The most obvious question then is, “Why do we need another theory/model of learning?” Our answer is that the current literature contains only limited theories about isolated specific learning and instructional phenomena. As a result each of these theories explains some, but not all learning phenomena. In addition, each tends to have its own vocabulary. The result is a hodge-podge of specific learning principles and teaching guidelines that often seem in conflict with each other.

Buddhism and adolescent alcohol use in Thailand.

A sample of 2019 Thai secondary school students in grades equivalent to U.S. 10 through 12 completed a 43-item alcohol expectancy questionnaire in June 2000. Factor analysis revealed four factors: (a) positive expectancies, (b) negative expectancies, (c) sex and power expectancies, and (d) religious expectancies. Practicing Buddhists were less likely to drink than nonpracticing Buddhists and had fewer positive and more negative expectancies about alcohol. Among students who did drink, Buddhist beliefs did not appear to influence whether or not they were binge drinkers. Buddhist beliefs may influence decisions to drink but not decisions related to drinking patterns.

Waterpipe smoking in Kuwait.

A nonrandom sampIe of 2972 Kuwaitis answered a questionnaire about smoking behaviour and beliefs. More than one-third (35%) were nonsmokers, 45% smoked only the waterpipe, 12% only cigarettes and 8% both waterpipe and cigarettes. Compared with cigarette smokers, waterpipe smokers were more likely to be female and to be unskilled manual workers than professionals or students. Waterpipe smokers started the habit at an older age on average than cigarette smokers. Most waterpipe smokers smoked only 1 bowl per day, and smoked mostly at coffee houses. Factor analysis of beliefs about waterpipe smoking resulted in 4 groups of beliefs which explained 50% of the variance. The results are discussed in terms of public health policy and possible risk reduction strategies.

Improving learning of computational thinking using computational creativity exercises in a college CSI computer science course for engineers

Promoting computational thinking is a priority in CS education and other STEM and non-STEM disciplines. Our innovative, NSF-funded IC2Think project blends computational and creative thinking. In Spring 2013, we deployed Computational Creativity Exercises (CCE) designed to engage creative competencies (Surrounding, Capturing, Challenging and Broadening) in an introductory CSI course for engineering students. We compared this CCE implementation semester (80 students, 95% completing 3 or 4 CCEs) to the Fall 2013 semester of the same course (55 students) without CCEs. CCE implementation students had significantly higher scores on a CS concepts and skills knowledge test (F(1, 132) = 7.72, p <; 01, partial Eta2 = .055; M=7.47 to M=6.13; 13 items) and significantly higher self-efficacy for applying CS knowledge in their field (F(1, 153) = 12.22, p <; .01, partial Eta2 = .074; M=70.64 to M=61.47; 100-point scale). CCE implementation students had significantly higher study time (t(1, 136) = 2.08, p = .04; M=3.88 to M=3.29; 7-point scale) and significantly lower lack of regulation, which measures difficulties with studying (t(1, 136) = 2.82, p = .006; M=2.80 to M=3.21; 5-point scale). The addition of computational creativity exercises to CS courses may improve computational thinking and learning of CS knowledge and skills.

Driver education and teen crashes and traffic violations in the first two years of driving in a graduated licensing system

Our primary research question was whether teens obtaining their intermediate-level provisional operators permit (POP) in a graduated driver licensing (GDL) environment through driver education differed in crashes and traffic violations from teens who obtained their POP by completing a supervised driving certification log without taking driver education. A descriptive epidemiological study examining a census of all teen drivers in Nebraska (151,880 teens, 48.6% girls, 51.4% boys) during an eight year period from 2003 to 2010 was conducted. The driver education cohort had significantly fewer crashes, injury or fatal crashes, violations, and alcohol-related violations than the certification log cohort in both years one and two of driving following receipt of the POP. Hierarchical logistic regression was conducted, controlling for gender, race/ethnicity, median household income, urban-rural residence, and age receiving the POP. In both year one and two of driving, teens in the certification log cohort had higher odds of a crash, injury or fatal crash, violation, or alcohol-related violation. Findings support that relative to a supervised driving certification log approach, teens taking driver education are less likely to be involved in crashes or to receive a traffic violation during their first two years of driving in an intermediate stage in a graduated driver licensing system. Because teen crash and fatality rates are highest at ages 16-18, these reductions are especially meaningful. Driver education appears to make a difference in teen traffic outcomes at a time when risk is highest.

Alcohol expectancies among high school students in Inner Mongolia, China.

Objective . This study examines differences in Chinese high school students’ alcohol expectancies by drinking status (nondrinker, occasional drinker, regular drinker) and gender (male, female). Method . The authors administered the Chinese Adolescent Alcohol Expectancy Questionnaire (CAEQ) to a convenience sample of 1244 high school students (M = 627; F = 617) from schools in Huhhot City and Tongliao City in Inner Mongolia, China. Results . Differences were found in the 8 CAEQ factors (3 negative and 5 positive factors). Regular drinkers had lower negative consequences and higher positive perception expectancies than nondrinkers or occasional drinkers. Nondrinkers had higher harm to person/reputation expectancies than occasional or regular drinkers. Occasional drinkers had higher beneficial/moderation and lower harm to person/ reputation expectancies than nondrinkers. Boys had higher positive perception expectancies than girls. Conclusions . Expectancies are associated with Chinese adolescents’ drinking. Identifying the characteristics of alcohol consuming youth can inform the development of prevention interventions and alcohol policies.

The Association between Cultural Orientation and Drinking Behaviors among University Students in Wuhan, China

Objectives This study examines the association between cultural orientation and drinking behaviors among university students. Cultural orientation is the measure of how the cultural values of individuals living in their own society are influenced by cultural values introduced from the outside. Methods In 2011, a cross-sectional survey collected data from 1279 university students from six universities in central China. Participants used a likert scale to rank a series of statements reflecting cultural values from the previously validated Chinese Cultural Orientation Scale and answered questions about their drinking behaviors and socio-demographic characteristics. Results Statistically significant differences in cultural orientation were observed for gender, hometown and type of university attendance. Traditional-oriented students were more likely to be occasional drinkers or nondrinkers, while marginal-oriented students, bicultural-oriented students and western-oriented students were more likely to be regular drinkers. Bicultural orientation (OR = 1.80, P<0.05) and marginal orientation (OR = 1.64, P<0.05) increased the likelihood of the student being regular drinking, compared to students with traditional orientations. Males (OR = 4.40, P<0.05) had a higher likelihood of regular drinking than females, graduate students (OR = 2.59, P<0.05) had a higher likelihood of regular drinking than undergraduates, students from urban areas (OR = 1.79, P<0.05) had a higher likelihood of regular drinking than those from towns/rural areas, and students attending key universities (OR = 0.48, P<0.05) had a lower likelihood of regular drinking than those attending general universities. Conclusions Cultural orientation influences drinking behaviors. Traditional cultural orientation was associated with less drinking while western cultural orientation, marginal cultural orientation and bicultural orientation were associated with more drinking. The role of gender, hometown and university attendance is partially moderated through the influence of cultural orientation. The relationship between a traditional cultural orientation and alcohol drinking suggests that traditional Chinese cultural values should be examined for their role in possibly reducing alcohol-related risks through education and policy initiatives.