Speaker: Dr Kuo Yi-Lung

Time: 3:00-3:50 p.m., 20 May 2020 (Wed)

Online Platform: Zoom (ID: 946-3801-0345）

Language: English

Abstract:

The moderating effects of motivation, social control, and self-regulation in predicting academic achievement were examined in Grades 11–12 for 3,281 seventh through nine graders. Standardized assessments of college readiness and student self-reported measures of psychosocial factors were used in the study. The results showed that females in Grades 7–9 scored higher than males for motivation and self-regulation. In predicting later achievement in Grades 11–12, motivation and social control moderated prior achievement, whereas self-regulation moderated both sex and prior achievement. Particularly among female students, effects of self-regulation were positive for high-achieving females (percentile rank ≥ 95) and negative for low-achieving females (percentile rank ≤ 5) in predicting achievement in Grades 11–12. The phenomenon known as the “Matthew Effect” and implications for classroom teachers, parents, and educational policymakers are discussed.

About the Speaker:

Dr. Kuo Yi-Lung earned his bachelor’s degree in Special Education and master’s degrees in Gifted Education from Taiwan Normal University in 1999 and 2005 respectively, and doctoral degree in Educational Psychology from University of Iowa in 2011. During his service at UIC, he earned President’s Award for Teaching and Service, served as President of Chinese American Educational Research and Development Association, and has been recognized as Guangdong High-Level Talent. Before starting his journey in mainland China, he was a Senior Research Associate at the Johns Hopkins Center for Talented Youth. His research interests include social and emotional learning, test development and gifted education. As of date, he has authored more than 40 publications and 70 conference presentations. Prior to being devoted in academia, he was a middle school teacher in special, gifted, and general education programs in Taiwan.

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