Panagiotis Rentzelas
Biographic Data
| ID | 9506041 |
|---|---|
| NAME | Panagiotis Rentzelas |
| GIVEN NAMES | Panagiotis |
| FAMILY NAME | Rentzelas |
| SIGNATURE | RENTZELAS P |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-0150-4097 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Negative feedback is fine, but don’t mix your messages! simultaneous social- and temporal-comparative feedback and task performance
It’s (un)fair! undergraduate student self-construals, self-esteem, and perceptions of summative assessment fairness
Studies of higher education illustrate that summative assessments have important implications for learner access to opportunities or rewards, and learner perceptions of summative assessment fairness can affect learning and motivation. At the same time, social psychology research suggests perceptions of fairness may differ depending upon learner self-identities, but studies of assessment in higher education have not fully incorporated self-theorie…
Cultural differences in visual perceptual learning
Cultural differences in visual perceptual learning (VPL) could be attributed to differences in the way that people from individualistic and collectivistic cultures preferentially attend to local objects (analytic) or global contexts (holistic). Indeed, individuals from different cultural backgrounds can adopt distinct processing styles and learn to differentially construct meaning from the environment. Therefore, the present work investigates if …
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Cultural differences in visual perceptual learning
Cultural differences in visual perceptual learning (VPL) could be attributed to differences in the way that people from individualistic and collectivistic cultures preferentially attend to local objects (analytic) or global contexts (holistic). Indeed, individuals from different cultural backgrounds can adopt distinct processing styles and learn to differentially construct meaning from the environment. Therefore, the present work investigates if …
Negative feedback is fine, but don’t mix your messages! simultaneous social- and temporal-comparative feedback and task performance
It’s (un)fair! undergraduate student self-construals, self-esteem, and perceptions of summative assessment fairness
Studies of higher education illustrate that summative assessments have important implications for learner access to opportunities or rewards, and learner perceptions of summative assessment fairness can affect learning and motivation. At the same time, social psychology research suggests perceptions of fairness may differ depending upon learner self-identities, but studies of assessment in higher education have not fully incorporated self-theorie…
Perception (2 works) · Student Assessment and Feedback (2 works) · Cognitive psychology (1 work) · Collectivism (1 work) · Computer Science (1 work) · Construal level theory (1 work) · Construct (python library) (1 work) · Cross-cultural (1 work) · Cross-cultural studies (1 work) · Cultural Differences and Values (1 work)