Wenshu Luo

Validating a New Measure of Self-Complexity

The construct of self-complexity has been recognized as important for understanding psychological adjustment. However, research in this area has been impeded by measurement problems. In particular, the most commonly used measure, Linvilles (1985, 1987) H statistic, cannot assess this construct appropriately. In this article, we present a new measure designed to tap two components of self-complexity separately: the number of self-aspects and the average distinction among them. We conducted a validation study with 131 Chinese college students. The results indicate that (a) this new measure is not confounded with conscious social desirability bias, (b) it has incremental validity beyond existing measures, and (c) the two components as assessed by this new measure are relatively independent and have different psychological functions. We discuss the implications of these findings for future studies of self-complexity and clinical practice.

Attributional Beliefs of Singapore Students: Relations to Self-Construal, Competence and Achievement Goals.

This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore.

Incremental beliefs of ability, achievement emotions and learning of Singapore students

This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore.

Forgiveness and interpersonal relationships: A nepalese investigation

ABSTRACT The present study examined the practice of forgiveness in Nepal. A model relating collectivism and forgiveness was examined. Participants (N = 221) completed measures of collectivism, individualism, forgiveness, conciliatory behavior, and motivations for avoidance and revenge toward the offender. Collectivism was positively related to forgiveness. Forgiveness was strongly related to conciliatory behavior and motivations for avoidance and revenge toward the offender. Decisional forgiveness was a stronger predictor of motivations for revenge than was emotional forgiveness.

Spatial learning in a virtual multilevel building: Evaluating three exocentric view aids

The present study explores how the design of the exocentric view aid affects the acquisition of survey knowledge in virtual environments. The exocentric view was provided by either a 3D floor map, a 3D building map or the elevation of viewpoint in air. Participants navigated a virtual multilevel building and their survey knowledge was measured by the judgment of spatial relative direction. The results showed that (1) the accuracy of spatial judgment along the horizontal direction and response time were improved for participants with the exocentric view aid; (2) the accuracy of spatial judgment along the vertical direction was worst in the condition with a 3D floor map; (3) in general participants with a 3D building map performed best. The data suggested that the large scale of an exocentric view aid and the increased number of exocentric perspective through which the spatial layout is observed can facilitate the acquisition of survey knowledge in a virtual building. Potential applications of the findings include the design of a 3D map for navigation in both real and virtual buildings.

Clarifying the Measurement of a Self-Structural Process Variable: The Case of Self-Complexity

Despite the importance of self-structural variables to understand self-processes, research in this area has been hampered by measurement problems. The current study seeks to clarify this situation by examining the interrelationships among six self-structural measures of trait-sorting data of 252 Chinese college students: the H statistic of self-complexity, the hierarchical attribute class number, the number of self-aspects, the overlap among self-aspects in terms of traits describing them, the average inter-aspect correlation, and the self-concept compartmentalization Phi. It was found that H was highly correlated with the hierarchical attribute class number, and overlap was highly correlated with the average inter-aspect correlation. Both H and the hierarchical attribute class number were highly correlated with the number of self-aspects; although both the former measures were positively correlated with overlap and the average inter-aspect correlation in general, the relationships were like an inverted U curve. Self-concept compartmentalization was negatively correlated with both overlap and the average inter-aspect correlation. Four main implications of these findings lead to recommendations being made for future studies of self-structural variables, such as self-complexity, self-concept fragmentation, and self-concept compartmentalization and their relationship to well-being.

Self-Construal, Incremental Beliefs of Ability, and Learning Preferences of Singapore Students

This study investigated how self-construal as a sociocultural indicator relates to Singapore students’ incremental beliefs of ability and competitive and cooperative learning preferences, and the mediational role of incremental beliefs of ability in the relationship between self-construal and students’ learning preferences. A large sample of 2648 Singapore secondary students from 102 classes took measures of independent and interdependent self-construal, and about 3 months later they took measures of incremental beliefs of math ability and also competitive and cooperative learning preferences in their math study. We conducted multi-group confirmatory factor analysis and structural equation modeling, and the results supported measurement and structural invariance between boys and girls. Interdependent self-construal positively predicted incremental beliefs of math ability, and incremental beliefs of math ability were positively associated with both competitive and cooperative learning preferences. Interdependent self-construal positively predicted cooperative learning preference both directly and through the mediation of incremental beliefs of math ability; it also positively predicted competitive learning preference indirectly through incremental beliefs of math ability. Independent self-construal directly predicted competitive learning preference positively. The findings and implications for classroom teaching are discussed in the academic context of Singapore.

Self-directed learning oriented assessments in the Asia-Pacific

This is the final draft, after peer-review, of a book review published in Asia Pacific Journal of Education. The published version is available online at http://dx.doi.org/10.1080/02188791.2017.1310693

Spatial Navigation in a Virtual Multilevel Building: The Role of Exocentric View in Acquiring Survey Knowledge

The present study aimed to test the function of the exocentric view on the acquisition of survey knowledge during spatial navigation in a virtual multilevel building. Subjects navigated a virtual three-level building in three conditions. In the first condition, subjects navigated the building without any aid. In the second condition, subjects navigated the building with the aid of a three-dimensional (3D) floor map which illustrated the spatial layout on each level from one exocentric perspective. In the third condition, subjects could watch the spatial layout on each level from the exocentric perspective when traveling to another level by an elevator. After navigation, all subjects made the judgment of spatial relative direction. The analyses of the accuracy of spatial judgments showed that the accuracy of judgment of spatial horizontal direction was significantly improved when subjects observed the exocentric views of levels in the last two conditions; the judgment of spatial vertical direction was significantly worse in the 3D floor map condition than in other two conditions. Furthermore, the accuracy of judgment of both spatial horizontal and vertical directions was best in the direction faced by subjects when they first enter each level. The results suggested that the content of exocentric view should be carefully designed to improve the acquisition of survey knowledge. The application of the findings included the design of 3D map for the navigation in the virtual multilevel building.