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If you have any questions, please email us at nyuad.tld-lab@nyu.edu.
The project aims to investigate teachers’ cognitive and metacognitive processes throughout the process of science education in secondary schools in Abu Dhabi to ascertain in how far these processes are moderated or mediated by classroom heterogeneity and level of teachers’ expertise. Building on these findings we aim to conceptualize and pilot a training tailored to teachers’ and students’ needs to foster instructional quality in science education.
The goal of the study was to:
We selected children’s behavioral self-regulation and stress physiology because of their importance for children’s school readiness. Participants were 26 kindergarten teachers and, on average, five children per classroom (in total 115 five-years-old children).
The goal of the study was to:
Data was collected from over 1,700 10-18-years old students from private and public schools in Abu Dhabi. Students completed a survey to assess their self-reported learning- and health-related behaviors.
The objective of the study was to examine the relationship between different states of mind (mindsets) and academic achievement motivation.
The project aimed to test the effects of the deliberative and implemental mindset on goal commitment and goal attainment among college students. In addition to a sample of international students at NYUAD, data was also collected at Zayed University Abu Dhabi. The gender-segregated educational background at Zayed University Abu Dhabi provided a valuable angle since separate educational settings can change learning attitudes as well as behavior.
With these two data sets, we will be able to compare the results of two different systems and to explore if mindset effects have the same impact. Since mindset effects are supposed to be universal, this experiment may provide much-needed data on cultural applicability of the mindset theory.
If you have any questions, please email us at nyuad.tld-lab@nyu.edu.