Simone Volet
Biographic Data
| ID | 1266265 |
|---|---|
| NAME | Simone Volet |
| GIVEN NAMES | Simone |
| FAMILY NAME | Volet |
| SIGNATURE | VOLET S |
| AFFILIATIONS | Murdoch University |
| ORCID | 0000-0001-8450-6663 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 5 |
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these …
Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement
During collaborative learning, students tend to spontaneously enact different participatory roles that may significantly affect collaborative learning processes. Only few empirical studies to date have investigated groups as systems based on emerging roles and role profiles of the participating students, and how emerging role profile configurations affect achievement. This exploration of students' self-adopted roles investigated the relationship …
How effort towards challenge is depicted in stories for young children: An Indonesian study
Starting and staying strong: Pre-service primary teachers’ attitudinal profiles towards science learning and their outcomes in an introductory science unit
Intercultural relationship development and higher education internationalisation: A qualitative investigation based on a three-stage ecological and person-in-context conceptual framework
Positive emotions in student-led collaborative science activities: Relating Types and Sources of Emotions to Engagement in Learning
The aim of the study was to explore the types and sources of positive emotions experienced by first year university students studying to become primary school teachers, during collaborative science learning. Fun science activities, designed to enhance students’ motivation for science, provided the context for examining the relationship between group members’ shared positive emotions and their engagement in collaborative learning of scientific con…
Cultural Self-Identification and Orientations to Cross-Cultural Mixing on an Australian University Campus
Australian universities are sites of growing cultural diversity, with large numbers of international students joining domestic students, many of whom come from migrant backgrounds. The literature indicates that the opportunities this creates for cross-cultural mixing and intercultural learning are often not embraced. This paper reports results of a study of orientations to cross-cultural interaction and learning among first year students, focussi…
Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship
Teachers' emotions and emotion regulation strategies: Self- and students' perceptions
Intercultural interactions of mono-cultural, mono-lingual local students in small group learning activities: A Bourdieusian analysis
This research examines the understandings and experiences of mono-cultural, mono-lingual local students in relation to intercultural interactions within small group learning activities at university. Bourdieu’s concepts of field, habitus and capital are employed to illuminate a number of barriers to intercultural interaction. Using qualitative analysis of interviews with local students, the study revealed intercultural interactions to be co-shape…
Teacher–student relationship at university: An important yet under-researched field
This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.
I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions
This article addresses the issue of university teachers' emotions generated through teaching and interacting with students. While research on school teachers' emotions is on the increase, interest in the significance of university teachers' emotions is still limited. In light of the growing attention given to the quality of university teaching around the world, and evidence of the impact of emotions on school teachers' well-being and teaching pra…
Scrutinising local students’ accounts of positive intercultural interactions: A multidimensional analysis
Promoting effective collaborative case-based learning at university: A Metacognitive Intervention
The use of student-led collaborative learning activities at university level has increased dramatically in recent decades. However, whether such activities foster engagement in self-regulated, deep-learning practices remains contentious, with evidence that desirable learning outcomes are often not achieved. A metacognitive intervention was designed to induce groups of students to engage in productive learning from each other, while working on a c…
Intercultural learning among community development students: Positive Attitudes, Ambivalent Experiences
This article considers the orientations to diversity on campus, socially and in professional practice, of community development students at an Australian university. After outlining the curriculum foci of community development courses at Australian universities, it explores the ambivalences in students' generally positive orientations to diversity, but simultaneously complex attitudes to experiences of intercultural engagement, using qualitative …
Developing beliefs about classroom motivation: Journeys of preservice teachers
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Students' attitudes towards culturally mixed groups on international campuses: Impact of Participation in Diverse and Non-Diverse Groups
International campuses provide social forums to enhance students’ intercultural competence, skills and confidence. Yet, despite multiple opportunities for social contact, the most typical pattern is one of minimal interaction between students from different cultural backgrounds. This study examined students’ attitudes towards culturally mixed group work in the natural setting of an actual group project. More specifically, it investigated the atti…
Interactivity in professional online learning: A review of research based studies
Over the last few years, the higher education and the vocational education and training sectors have increased the number of online learning courses available for professionals. Yet, research on e-learning opportunities for professionals has not developed at the same pace. This paper describes the results of a systematic search for research based, empirical studies on professional online learning that examined interactivity and other forms of soc…
Interactions of Southeast Asian Students and Administrative Staff at University in Australia: The significance of reciprocal understanding 1
The impact of cultural dimensions on individuals’ expectations, beliefs and social practices is well established. In cross‐cultural encounters, differences in cognitions, norms and values that are culturally based play a significant role in the interpretation of everyday behaviours and subsequently to breakdown in communication and negative stereotyping. This paper examines how some ‘awkward’ cross‐cultural incidents between Southeast Asian stude…
Culturally Mixed Groups on International Campuses: An Opportunity for Inter‐cultural Learning
One of the major educational goals of the internationalisation of higher education is to prepare students to function in an international and inter‐cultural context. Cultural diversity on university campuses creates ideal social forums for inter‐cultural learning, yet, one of the most disturbing aspects of the internationalisation of higher education in Australia is the lack of interactions between local and international students from Asian back…
A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs' SPQ questionnaire
Cross-cultural research on university students' approaches to study has examined the possible cultural specificity of Biggs' Study Process Questionnaire, but the problem of the confounding effect of individual characteristics and contextual variables has received little empirical attention. The present study addressed this issue, by investigating cross-cultural differences in students' approaches to study when the academic course and context are …
Investigation of Qualitative Differences in University Students' Learning Goals, Based on an Unfolding Model of Stage Development
The significance of students' goals on their management of study has been emphasised in theories of self-regulation of learning and empirical research on student learning, but little empirical attention has been given to the issue of adaptation and change in students' goals. The lack of attention given to the malleable and adaptive nature of goals may be related to researchers' reliance on discrete categories for describing student learning. In t…
Students' attitudes towards culturally mixed groups on international campuses: Impact of Participation in Diverse and Non-Diverse Groups
International campuses provide social forums to enhance students’ intercultural competence, skills and confidence. Yet, despite multiple opportunities for social contact, the most typical pattern is one of minimal interaction between students from different cultural backgrounds. This study examined students’ attitudes towards culturally mixed group work in the natural setting of an actual group project. More specifically, it investigated the atti…
Teachers' emotions and emotion regulation strategies: Self- and students' perceptions
I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions
This article addresses the issue of university teachers' emotions generated through teaching and interacting with students. While research on school teachers' emotions is on the increase, interest in the significance of university teachers' emotions is still limited. In light of the growing attention given to the quality of university teaching around the world, and evidence of the impact of emotions on school teachers' well-being and teaching pra…
Scrutinising local students’ accounts of positive intercultural interactions: A multidimensional analysis
Developing beliefs about classroom motivation: Journeys of preservice teachers
A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs' SPQ questionnaire
Cross-cultural research on university students' approaches to study has examined the possible cultural specificity of Biggs' Study Process Questionnaire, but the problem of the confounding effect of individual characteristics and contextual variables has received little empirical attention. The present study addressed this issue, by investigating cross-cultural differences in students' approaches to study when the academic course and context are …
Cultural Self-Identification and Orientations to Cross-Cultural Mixing on an Australian University Campus
Australian universities are sites of growing cultural diversity, with large numbers of international students joining domestic students, many of whom come from migrant backgrounds. The literature indicates that the opportunities this creates for cross-cultural mixing and intercultural learning are often not embraced. This paper reports results of a study of orientations to cross-cultural interaction and learning among first year students, focussi…
Intercultural interactions of mono-cultural, mono-lingual local students in small group learning activities: A Bourdieusian analysis
This research examines the understandings and experiences of mono-cultural, mono-lingual local students in relation to intercultural interactions within small group learning activities at university. Bourdieu’s concepts of field, habitus and capital are employed to illuminate a number of barriers to intercultural interaction. Using qualitative analysis of interviews with local students, the study revealed intercultural interactions to be co-shape…
Promoting effective collaborative case-based learning at university: A Metacognitive Intervention
The use of student-led collaborative learning activities at university level has increased dramatically in recent decades. However, whether such activities foster engagement in self-regulated, deep-learning practices remains contentious, with evidence that desirable learning outcomes are often not achieved. A metacognitive intervention was designed to induce groups of students to engage in productive learning from each other, while working on a c…
Investigation of Qualitative Differences in University Students' Learning Goals, Based on an Unfolding Model of Stage Development
The significance of students' goals on their management of study has been emphasised in theories of self-regulation of learning and empirical research on student learning, but little empirical attention has been given to the issue of adaptation and change in students' goals. The lack of attention given to the malleable and adaptive nature of goals may be related to researchers' reliance on discrete categories for describing student learning. In t…
Investigation of Qualitative Differences in University Students' Learning Goals, Based on an Unfolding Model of Stage Development
The significance of students' goals on their management of study has been emphasised in theories of self-regulation of learning and empirical research on student learning, but little empirical attention has been given to the issue of adaptation and change in students' goals. The lack of attention given to the malleable and adaptive nature of goals may be related to researchers' reliance on discrete categories for describing student learning. In t…
A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs' SPQ questionnaire
Cross-cultural research on university students' approaches to study has examined the possible cultural specificity of Biggs' Study Process Questionnaire, but the problem of the confounding effect of individual characteristics and contextual variables has received little empirical attention. The present study addressed this issue, by investigating cross-cultural differences in students' approaches to study when the academic course and context are …
Culturally Mixed Groups on International Campuses: An Opportunity for Inter‐cultural Learning
One of the major educational goals of the internationalisation of higher education is to prepare students to function in an international and inter‐cultural context. Cultural diversity on university campuses creates ideal social forums for inter‐cultural learning, yet, one of the most disturbing aspects of the internationalisation of higher education in Australia is the lack of interactions between local and international students from Asian back…
Interactions of Southeast Asian Students and Administrative Staff at University in Australia: The significance of reciprocal understanding 1
The impact of cultural dimensions on individuals’ expectations, beliefs and social practices is well established. In cross‐cultural encounters, differences in cognitions, norms and values that are culturally based play a significant role in the interpretation of everyday behaviours and subsequently to breakdown in communication and negative stereotyping. This paper examines how some ‘awkward’ cross‐cultural incidents between Southeast Asian stude…
Interactivity in professional online learning: A review of research based studies
Over the last few years, the higher education and the vocational education and training sectors have increased the number of online learning courses available for professionals. Yet, research on e-learning opportunities for professionals has not developed at the same pace. This paper describes the results of a systematic search for research based, empirical studies on professional online learning that examined interactivity and other forms of soc…
Students' attitudes towards culturally mixed groups on international campuses: Impact of Participation in Diverse and Non-Diverse Groups
International campuses provide social forums to enhance students’ intercultural competence, skills and confidence. Yet, despite multiple opportunities for social contact, the most typical pattern is one of minimal interaction between students from different cultural backgrounds. This study examined students’ attitudes towards culturally mixed group work in the natural setting of an actual group project. More specifically, it investigated the atti…
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Developing beliefs about classroom motivation: Journeys of preservice teachers
Intercultural learning among community development students: Positive Attitudes, Ambivalent Experiences
This article considers the orientations to diversity on campus, socially and in professional practice, of community development students at an Australian university. After outlining the curriculum foci of community development courses at Australian universities, it explores the ambivalences in students' generally positive orientations to diversity, but simultaneously complex attitudes to experiences of intercultural engagement, using qualitative …
Promoting effective collaborative case-based learning at university: A Metacognitive Intervention
The use of student-led collaborative learning activities at university level has increased dramatically in recent decades. However, whether such activities foster engagement in self-regulated, deep-learning practices remains contentious, with evidence that desirable learning outcomes are often not achieved. A metacognitive intervention was designed to induce groups of students to engage in productive learning from each other, while working on a c…
Teacher–student relationship at university: An important yet under-researched field
This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.
I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions
This article addresses the issue of university teachers' emotions generated through teaching and interacting with students. While research on school teachers' emotions is on the increase, interest in the significance of university teachers' emotions is still limited. In light of the growing attention given to the quality of university teaching around the world, and evidence of the impact of emotions on school teachers' well-being and teaching pra…
Scrutinising local students’ accounts of positive intercultural interactions: A multidimensional analysis
Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship
Teachers' emotions and emotion regulation strategies: Self- and students' perceptions
Intercultural interactions of mono-cultural, mono-lingual local students in small group learning activities: A Bourdieusian analysis
This research examines the understandings and experiences of mono-cultural, mono-lingual local students in relation to intercultural interactions within small group learning activities at university. Bourdieu’s concepts of field, habitus and capital are employed to illuminate a number of barriers to intercultural interaction. Using qualitative analysis of interviews with local students, the study revealed intercultural interactions to be co-shape…
Cultural Self-Identification and Orientations to Cross-Cultural Mixing on an Australian University Campus
Australian universities are sites of growing cultural diversity, with large numbers of international students joining domestic students, many of whom come from migrant backgrounds. The literature indicates that the opportunities this creates for cross-cultural mixing and intercultural learning are often not embraced. This paper reports results of a study of orientations to cross-cultural interaction and learning among first year students, focussi…
Positive emotions in student-led collaborative science activities: Relating Types and Sources of Emotions to Engagement in Learning
The aim of the study was to explore the types and sources of positive emotions experienced by first year university students studying to become primary school teachers, during collaborative science learning. Fun science activities, designed to enhance students’ motivation for science, provided the context for examining the relationship between group members’ shared positive emotions and their engagement in collaborative learning of scientific con…
How effort towards challenge is depicted in stories for young children: An Indonesian study
Starting and staying strong: Pre-service primary teachers’ attitudinal profiles towards science learning and their outcomes in an introductory science unit
Intercultural relationship development and higher education internationalisation: A qualitative investigation based on a three-stage ecological and person-in-context conceptual framework
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these …
Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement
During collaborative learning, students tend to spontaneously enact different participatory roles that may significantly affect collaborative learning processes. Only few empirical studies to date have investigated groups as systems based on emerging roles and role profiles of the participating students, and how emerging role profile configurations affect achievement. This exploration of students' self-adopted roles investigated the relationship …
Psychology (22 works) · Pedagogy (13 works) · Sociology (13 works) · Social Psychology (11 works) · International Student and Expatriate Challenges (10 works) · Mathematics education (9 works) · Communication in Education and Healthcare (7 works) · Innovative Teaching and Learning Methods (7 works) · Political science (7 works) · Cultural diversity (6 works)