Seung Yon Ha
Biographic Data
| ID | 5010372 |
|---|---|
| NAME | Seung Yon Ha |
| GIVEN NAMES | Seung Yon |
| FAMILY NAME | Ha |
| SIGNATURE | HA S Y |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0001-8936-7746 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborati…
Linking knowledge justification with peers to the learning of social perspective taking
The purpose of this study was to examine whether justifying one’s own social knowledge (moral, societal, psychological) toward complex social-moral issues through collaborative argumentation was associated with the improvement of social perspective taking for elementary students. A total of 129 5th graders (52% female, Mage = 10.98) from six classrooms in two public schools participated in six weekly collaborative small-group discussions to reaso…
Having Someone to Talk: A Buffer Against Maladaptive Academic Behavior During Adolescence
Concepts, collaboration, and a company of actors: A Vygotskian model for concept development in the 21st century
Based on historical sources and publication records in the early 20th century, we suggest that Vygotsky’s recognition of the ‘paradox’ in human learning and his conceptualisation of advanced thinking were largely influenced by Stanislavski’s work in theatre. In this paper, we offer some evidence for this argument on Vygotsky’s nascent system of concept development, which ultimately expanded the notion and process of education in modern society. W…
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
The relations of inattention and hyperactivity to academic cheating in adolescents with executive functioning problems
We examine the relationships of executive functioning problems (EFP) to academic cheating in a sample of 855 adolescents. Participants completed assessments of inattention, hyperactivity, and depression using the BASC‐2, as well as peer‐reports of externalizing behavior. After controlling for known predictors of cheating (e.g., demographics and depression), multiple regression analyses indicated that inattention emerged as a predictor of greater …
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary
Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth
Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely …
Peer Exclusion: A Social Convention or Moral Decision? Cross-Cultural Insights into Students’ Social Reasoning
In this study, we examined the role of culture on early adolescents’ social reasoning about peer exclusion. A total of 80 U.S. and 149 Taiwanese early adolescents (U.S.: M age = 11.00, SD age = 0.48; Taiwan: M age = 10.45, SD age = 0.39) independently completed a social reasoning essay about peer exclusion. Analyses of the essays based on social-moral theories showed that U.S. students tended to reason about peer exclusion based on social convent…
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth
Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely …
Peer Exclusion: A Social Convention or Moral Decision? Cross-Cultural Insights into Students’ Social Reasoning
In this study, we examined the role of culture on early adolescents’ social reasoning about peer exclusion. A total of 80 U.S. and 149 Taiwanese early adolescents (U.S.: M age = 11.00, SD age = 0.48; Taiwan: M age = 10.45, SD age = 0.39) independently completed a social reasoning essay about peer exclusion. Analyses of the essays based on social-moral theories showed that U.S. students tended to reason about peer exclusion based on social convent…
A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary
Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth
Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely …
The relations of inattention and hyperactivity to academic cheating in adolescents with executive functioning problems
We examine the relationships of executive functioning problems (EFP) to academic cheating in a sample of 855 adolescents. Participants completed assessments of inattention, hyperactivity, and depression using the BASC‐2, as well as peer‐reports of externalizing behavior. After controlling for known predictors of cheating (e.g., demographics and depression), multiple regression analyses indicated that inattention emerged as a predictor of greater …
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
Having Someone to Talk: A Buffer Against Maladaptive Academic Behavior During Adolescence
Concepts, collaboration, and a company of actors: A Vygotskian model for concept development in the 21st century
Based on historical sources and publication records in the early 20th century, we suggest that Vygotsky’s recognition of the ‘paradox’ in human learning and his conceptualisation of advanced thinking were largely influenced by Stanislavski’s work in theatre. In this paper, we offer some evidence for this argument on Vygotsky’s nascent system of concept development, which ultimately expanded the notion and process of education in modern society. W…
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
Linking knowledge justification with peers to the learning of social perspective taking
The purpose of this study was to examine whether justifying one’s own social knowledge (moral, societal, psychological) toward complex social-moral issues through collaborative argumentation was associated with the improvement of social perspective taking for elementary students. A total of 129 5th graders (52% female, Mage = 10.98) from six classrooms in two public schools participated in six weekly collaborative small-group discussions to reaso…
Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborati…
Psychology (10 works) · Developmental psychology (8 works) · Social Psychology (7 works) · Mathematics education (6 works) · Innovative Teaching and Learning Methods (5 works) · Sociology (5 works) · Pedagogy (4 works) · Education and Critical Thinking Development (3 works) · Academic achievement (2 works) · Argumentation theory (2 works)