Gabe Avakian Orona
Biographic Data
| ID | 6605395 |
|---|---|
| NAME | Gabe Avakian Orona |
| GIVEN NAMES | Gabe Avakian |
| FAMILY NAME | Orona |
| SIGNATURE | ORONA G A |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0002-1400-9482 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Why are the social sciences hard? Two new hypotheses
How expectations, feedback, and course materials relate to intellectual humility in higher education
Promoting intellectual humility is a traditional virtue espoused in higher education institutions, but very little research has been conducted to identify specific teacher–student interactions associated with it. In this article, we develop a framework for supporting intellectual humility through learning opportunities and quality interactions. In a large sample of students (n = 923) at a diverse West Coast public university, students were asked …
Student and teacher intellectual humility at a diverse research university
The development of intellectual humility (IH) is increasingly important to institutions of higher learning and society in general. IH disposes individuals to reflect on their own fallibility and relates to their willingness to change their beliefs in light of new evidence. This study explores the complementary role of students’ perceptions of their own and their instructors’ IH. It compares them across different course subjects and types in a lar…
Epistemic virtue in higher education
Epistemic virtues are character traits conducive to principled ways of thinking, leading to a life of flourishing. Recent years have witnessed an emergence of theoretical accounts describing how they develop. However, few if any studies have conducted rigorous empirical investigation into the mechanisms of intellectual virtue development. In this study, we review several significant frameworks before utilizing a randomized, pretest/posttest contr…
Novick Meets Bayes
The assessment of individual students is not only crucial in the school setting but also at the core of educational research. Although classical test theory focuses on maximizing insights from student responses, the Bayesian perspective incorporates the assessor's prior belief, thereby enriching assessment with knowledge gained from previous interactions with the student or with similar students. We propose and illustrate a formal Bayesian approa…
What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability
Inculcating curiosity
There has recently been a great deal of theoretical interest in the relevance of the intellectual virtues for education, including undergraduate education. This study introduces a novel online module, as part of a larger university-wide initiative, to introduce and potentially inculcate intellectual virtue in students. Using a non-experimental pretest/posttest design, we report pilot results on student satisfaction with the module and gains acros…
Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity
Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the development of intellectual curiosity among undergraduates. We find that learning why virtue is releva…
Philosophy’s rematch
In recent decades, philosophy has been identified as a general approach to enhance the maturity of higher education as a field of study by enriching theory and method. In this article, I offer a new set of philosophical recommendations to spur the disciplinary development of higher education, departing from previous work in several meaningful ways. Due to their deep and useful connections to higher education research, philosophy of measurement, v…
The Role of Non-cognitive Variables in Identifying Community College Students in Need of Targeted Supports
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The Role of Non-cognitive Variables in Identifying Community College Students in Need of Targeted Supports
Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity
Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the development of intellectual curiosity among undergraduates. We find that learning why virtue is releva…
Philosophy’s rematch
In recent decades, philosophy has been identified as a general approach to enhance the maturity of higher education as a field of study by enriching theory and method. In this article, I offer a new set of philosophical recommendations to spur the disciplinary development of higher education, departing from previous work in several meaningful ways. Due to their deep and useful connections to higher education research, philosophy of measurement, v…
What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability
Inculcating curiosity
There has recently been a great deal of theoretical interest in the relevance of the intellectual virtues for education, including undergraduate education. This study introduces a novel online module, as part of a larger university-wide initiative, to introduce and potentially inculcate intellectual virtue in students. Using a non-experimental pretest/posttest design, we report pilot results on student satisfaction with the module and gains acros…
Epistemic virtue in higher education
Epistemic virtues are character traits conducive to principled ways of thinking, leading to a life of flourishing. Recent years have witnessed an emergence of theoretical accounts describing how they develop. However, few if any studies have conducted rigorous empirical investigation into the mechanisms of intellectual virtue development. In this study, we review several significant frameworks before utilizing a randomized, pretest/posttest contr…
Novick Meets Bayes
The assessment of individual students is not only crucial in the school setting but also at the core of educational research. Although classical test theory focuses on maximizing insights from student responses, the Bayesian perspective incorporates the assessor's prior belief, thereby enriching assessment with knowledge gained from previous interactions with the student or with similar students. We propose and illustrate a formal Bayesian approa…
Student and teacher intellectual humility at a diverse research university
The development of intellectual humility (IH) is increasingly important to institutions of higher learning and society in general. IH disposes individuals to reflect on their own fallibility and relates to their willingness to change their beliefs in light of new evidence. This study explores the complementary role of students’ perceptions of their own and their instructors’ IH. It compares them across different course subjects and types in a lar…
Why are the social sciences hard? Two new hypotheses
How expectations, feedback, and course materials relate to intellectual humility in higher education
Promoting intellectual humility is a traditional virtue espoused in higher education institutions, but very little research has been conducted to identify specific teacher–student interactions associated with it. In this article, we develop a framework for supporting intellectual humility through learning opportunities and quality interactions. In a large sample of students (n = 923) at a diverse West Coast public university, students were asked …
Psychology (8 works) · Higher education (6 works) · Mathematics education (5 works) · Education and Critical Thinking Development (4 works) · Epistemology, Ethics, and Metaphysics (4 works) · Medical education (4 works) · Political science (4 works) · Social Psychology (4 works) · Computer Science (3 works) · Curiosity (3 works)