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Papers on 'Development & Diversity'

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Papers on 'Development & Diversity'

'Research Papers on Development & Diversity Vols I & II' cover research on personal, social identities, assessments, observations, self concepts and motivation to participate in everyday activities. Projects consider variations for individuals and systematic influences in models of motivation. The studies are with children, adolescents and young adults, and some studies include parents, teachers and trained observers.

Papers in Vol I are available from the research Journals.

The programme of research builds on effective indicators of identities and self concepts for children, adolescents and adults. The ASK-KIDS Inventory is available from www.acer.edu.au and order ASK-Q Inventories from WatervaleSystems. The self concepts have defined structures in order to have meaning in relation to participation in activities. In Volume I, the heart of effective self concept measurement models is a items-in-common model within factor analysis. In essence, responses to a particular item can have meaning as an indicator of more than one latent variable. This idea creates brief, useful and meaningful inventories designed to indicate self concepts as situated knowledge of oneself in terms of identities (individuality, belonging, place) and thinking about oneself in relation to participation in everyday activities (e.g., reading, making friends, the body and movement).


Papers on 'Development & Diversity' Vol. II


1. Content and peer comparisons for core and peripheral components: Skills and self concepts about literacy and numeracy. For useful tool look for ASK-KIDS on www.acer.edu.au


2. Thoughts and feelings about the body: Indicators of children's health and well-being.


3. Understanding meanings within children's self concepts: Individual variations around optimal profiles about everyday activities.


4. The problems some people have with numbers: Thoughts, feelings and skills in everyday contexts.


5. Basic screening of cognitive functioning, identities and self concepts for children. For useful tools look for SYSTEMS-R cognitive screening for children on WatervaleSystems website and the ASK-KIDS Inventory on www.acer.edu.au


6. Understanding identities for young adults in diverse contexts: I-ASK about individuality, belonging and place. See also ASK-Q inventory as a useful tool for research and practice


7. For more on Motivational Spiral Models (MSM) go to www.springerplus.com/content/2/1/565


Fisher, L. J. (2013) Motivational Spiral Models (MSM): Common and distinct features of developing motivations in diverse contexts. Springer Plus, 2, 565.


8. Thoughts and feelings that motivate participation in everyday activities: Common and distinct features of Motivational Spiral Models in context.


9. "Come on in - the water's fine!": A model of identities that Moderate thoughts and feelings about water recycling.


10. For more on a personal and social theory of children's self concepts about activities see


Fisher, L. J. (2014) Foundations of children's self concepts about everyday activities: Identities and comparative contexts. European Journal of Psychology of Education, 29/3, 537-555. www.springer.com/psychology


11. Personal and social foundations of children's self concepts and participation in reading activities.


12. Motivated Planned Pathways to study, work and family life: Personal, relational and social motivations in socio-economic contexts.


13. Children's Social Behaviour for Learning (SBL): Reported and observed social behaviours in contexts of school and home. CONTACT the journal Social Psychology of Education www.springer.com/education


14. Spatial Expression as cognitive and creative dimensions in children's drawings.


15. Psychological factors in course completion - the role of identities in continued participation for students at technical and further education colleges in Australia. CONTACT International Journal of Training Research (IJTR)

http://pubs.e-contentmanagement.com/loi/ijtr


16. Experiences of the body, appearance and movement: Beyond visual 'body image' metaphors


17. Children's in/congruent thoughts and feelings about cognitive, social and physical activities.


18. A model of identities in relation to people and places in the inner city.




Item added 14 November 2014
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