Bulletin of the Centre for
Research in Human Development
CRDH
 

Contents

 
Volume 5, Issue 3, Fall 2012 PDF Download Download this issue


Editorial:
The multi-disciplinary focus of the CRDH

Resolving our differences: Qualitative and quantitative research methods
By Christopher Cardoso and Matthew T. Keough

Crossing Borders - die Überfahrt von Grenzen
By Shireen Abuhatoum

Highlights of Interdisciplinary and Transdisciplinary Workshop
By Kierla Ireland

CRDH welcomes new Post-doctoral fellow
By Jackie Legacy

The trainee poster session reflects CRDH's diversity
By Melanie Mulligan-Pittarelli

Spotlight on Success
By Rami Nijjar

CRDH Upcoming events

 

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Crossing Borders - die Überfahrt von Grenzen

By Shireen Abuhatoum

 Diana

Dr. Diana Raufelder (on left) and her Ph.D. student, Frances Hoferichter, came from Germany to visit Montréal so that they could study adolescents’ scholastic motivation in a Canadian sample.


Each year, CRDH strengthens its ties with institutions across the globe by hosting distinguished academics who conduct research in particular domains of human development.  Scholars from around the world are provided with the opportunity to collaborate with the Centre’s members and trainees, obtain access to research resources, teach, lecture, and participate in events.  Among the several advantages that arise from embarking upon collaborative initiatives at the international level, is the unique opportunity to investigate a particular field of interest through a cross-cultural lens.

Visiting scholars, Dr. Diana Raufelder and her Ph.D. student, Frances Hoferichter from Berlin (Germany) did just that! In the fall of 2012, these two enthusiastic researchers spent their time collecting data in the Montréal region as part of a collaborative research project with CRDH director, Dr. William  M.Bukowski and his research team.  Dr. Raufelder’s desire to conduct research in Montréal dates back to the fall of 2010, when she and Dr. Bukowski developed the Relationship and Motivation Scale (REMO), a measure that assesses adolescent students’ perceptions of their relationship with their peers and teachers as sources of scholastic motivation.

Dr. Raufelder is an Assistant professor at the Free University of Berlin (Germany) in the Department of Education and Psychology.  Her principle area of research focuses on the social and emotional aspects of teacher-student and student-student relationships, with a special emphasis on their meaning for scholastic motivation and learning.  The Socio-Emotional Learning Factors (SELF) project, led by Dr. Raufelder, examines individual differences in adolescents’ scholastic motivation and is funded for five years through the Schumpeter Fellowship Initiative of the Volkswagen Foundation.  Together with her team, she has collected data in 2011 from over one thousand, seventh and eighth grade students in Brandenburg (Germany).  Using the REMO-scale, students’ perceptions of social relationships as sources of motivation in the school were measured.  Four motivational profiles were identified: (1) children who depend on their teacher to be motivated, (2) children who depend on their peers to be motivated, (3) children who depend on their teachers and their peers to be motivated, and (4) children who do not depend on teachers or peers to be motivated.  Measuring adolescents’ motivational types constitutes one of three steps that comprise an even larger, more comprehensive, and interdisciplinary research design (for more information visit www.self-project.de).

Building on the SELF project, Dr. Raufelder’s graduate student, Frances Hoferichter is studying the interplay between student-student and teacher-student relationships, test anxiety, personality, and scholastic motivation, all of which are based on the notion that social networks function as a buffer in stressful situations.  Frances was joined by her supervisor in Montréal to collect data from a Canadian sample of seventh- and eighth-grade students.  The purpose guiding this research initiative is to examine cross-cultural aspects in the comparison of Canadian and German students.  Specifically, the goal is to determine (a) whether the motivation typology is a cultural independent phenomena and (b) whether test anxiety is buffered by social relationships in Canadian schools.  Frances plans on returning to Montréal in the New Year with the hopes to complete the data collection by February 2013. Dr. Raufelder admits that it is hard to be patient while she eagerly waits to start the analyses.

When asked about their future research goals, Dr. Raufelder and Frances highlighted that the establishment of motivational types might help support and foster the motivational style of each individual student within the school.  They believe this typology should be used as a gateway for understanding individual differences in scholastic motivation, such that students act and react in their own unique way and at their own specific pace.  Frances points out that schools in general expect students to learn and behave in uniform ways and students who do not fit this pattern are often viewed as maladjusted instead of, as their research has shown, as having different motivational needs.  Following from this point, Dr. Raufelder emphasized that the motivation types should not be understood or used as fixed labels, as this limits our ability to see a unique individual’s whole dynamic potential.  Instead, the typology indicates that individuals tend to be socially motivated in specific ways.  Teachers, educators, parents, and students themselves can use this information to improve children’s learning by understanding and building on their individual motivation type. 

Although, these two avid scholars worked for long periods each day in Montréal, they also managed to get a taste of the city’s fun side!  They climbed up Mont Royal, walked along the Old Port, enjoyed the variety of ways in which maple syrup can be eaten, snacked on Montréal-style bagels, and visited the Montréal Botanical Garden and the Notre-Dame Cathedral.  Dr. Raufelder and Frances have enjoyed the experience of Montréal’s intercultural environment and are thankful for the opportunity to have been a part of Dr. Bukowski’s research laboratory and the support they received.  Dr. Raufelder extends a warm welcome to young researchers from CRDH to study with her at the Free University of Berlin.

 

 
Quebec

CRDH is funded by the Programme des regroupements stratégiques


 
 

Editor
Kiran Vadaga

Associate Editors
Rami Nijjar
Shireen Abuhatoum

 

Contributors
Christopher Cardoso
Jackie Legacy
Kierla Ireland
Matthew T. Keough
Melanie Mulligan-Pittarelli


 

Graphic Design
KAI Design & Communication

French Translation
Logi-Trad

Concordia, UQAM, McGill, U de Laval, UQTR, U de Montreal


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