this post I expressed my skepticism about something which is called Positive education, an approach advocated by Martin Seligman (photo). What that is, is explained in this video which I also mentioned. My two reasons for being skeptical were 1) that I found the definitions of positive education as mentioned in the video confusing rather than clarifying, and 2) that it is not clear to me to what extent well-being should be an outcome measure in education (read the post for more details on that point).
May 12, 2017
May 11, 2017
replication crisis within psychology has shown that rather many findings from previous research cannot be trusted. Some cynics see this as a reason to write of all of psychology and to not take it seriously any longer. I find that illogical and unwise. The replication crisis is a result of a failure of the methodical and statistical quality of old studies and of too limited attention for replication studies and negative findings. The solution cannot be to throw out the whole idea of a scientific approach to psychological topics. Non-scientific attempts to build psychological knowledge are even much weaker methodologically and statistically and even more negligent of contrary evidence and thus even much more unreliable. The solution must be to strengthen scientific psychological research by improving its methods and practices (read here how Carol Dweck is very seriously doing this). The current situation makes it necessary to critically check all psychological findings of the past. We can't automatically assume that research findings from the past can be trusted.
May 10, 2017
Easily learned → better understood and remembered?It has long been thought that the easier you find it to process information, the more you feel that you understand it. In other words: the greater the processing fluency will, the greater the perceived competence will be. Also, it is often thought that the easier we learn information, the easier we also remember this information. This principle is called ELER (easily learned=easily remembered). But a number of recent studies shows a more nuanced picture.
May 9, 2017
May 8, 2017
May 5, 2017
increasing number of people religious dogma is no longer a satisfying answer to the question what a meaningful life means. Nowadays it has become a common wisdom that we should discover or create meaning in life ourselves. This raises two questions: how important is a sense of having meaning in life anyway, and -if it is important - how can we find or create it?
April 29, 2017
Julia Belluz also wondered about this and checked the scientific literature to answer this question.
April 24, 2017
this post I talked to several people about the importance of making the distinction between learning and performing. Most people I talked to found this distinction interesting and valuable and were interested in the three phases I mention: the preparation phase, the execution phase, and the reflection phase. Generally, people found these stages useful and they said they would like to pay more attention to preparation and reflection.
April 22, 2017
April 21, 2017
April 20, 2017
Kiezen voor progressie. The model (see figure right) describes how both a growth mindset and autonomous motivation contribute to effective effort and how effort in turn creates progress. In this post you read more about this model and it may be used. Looking at this model you might wonder if there should also be an arrow between the growth mindset and autonomous motivation. Do these two influence each other, too? I have thought this before and several people have asked me about it. As far as I know it has been studied only once.
April 16, 2017
read more about autonomous motivation). In such circumstances a more controlled motivation can emerge which generally comes with anxiety, tension, and worse performance. One factor which also can harm autonomous motivation is grading performance in schools. A new study by Krijgsman et al. (2017) explores the relationship between performance grading and students motivation in physical education (N=409).
April 15, 2017
Di Domenico & Ryan (2017) describes how a neuroscience of intrinsic motivation is emerging. Intrinsic motivation is the total of our spontaneous tendencies to be curious and interested, to seek challenges, and practice to develop our skills and knowledge even in the absence of separate rewards. Research within the framework of self-determination theory has shown that intrinsic motivation is a motivation which is present throughout the life span and which is associated with various positive effects such as learning, performing, creativity, and well-being. But intrinsic motivation is dependent on the perception of one's own competence and autonomy. If these two basic needs are thwarted, we tend to be less intrinsically motivated.