Luke K. Fryer
University of Hong Kong
Competence (human resources)Self-efficacyForeign languageHigher educationDevelopmental psychologyMathematics educationPsychologyCognitive psychologyPedagogyCourse (navigation)ReciprocalLearning environmentAcademic yearTest (assessment)Quality (business)Context (language use)Task (project management)Computer scienceMedical educationStructural equation modelingLanguage acquisitionSocial psychologyConstructed language
63Publications
14H-index
792Citations
Publications 57
Newest
#1Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
#2Alex Shum (HKU: University of Hong Kong)H-Index: 3
Last. Peter W. K. Lau (HKU: University of Hong Kong)H-Index: 8
view all 4 authors...
Abstract How students experience educational environments and the interconnections between their readiness, task experiences and their long-term desire to reengage with course content are critical questions for educators. Research postgraduate students (n = 310) at a research-intensive university in Hong Kong, engaging in a 24-h introductory teaching course, participated in this study. Learner readiness for the course was assessed as prior Domain interest, self-efficacy, and knowledge. Subsequen...
1 CitationsSource
#1Weijiao Huang (HKU: University of Hong Kong)H-Index: 2
#2Khe Foon Hew (HKU: University of Hong Kong)H-Index: 50
Last. Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
view all 3 authors...
Source
#1Weijiao HuangH-Index: 2
#2Khe Foon HewH-Index: 50
Last. Luke K. FryerH-Index: 14
view all 3 authors...
Source
#1Martijn J. M. Leenknecht (HZ University of Applied Sciences)H-Index: 5
#2Lisette Wijnia (HZ University of Applied Sciences)H-Index: 11
Last. Sofie M. M. Loyens (EUR: Erasmus University Rotterdam)H-Index: 24
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Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students’ learning and vice versa. Students’ motivation can theoretically be placed at...
9 CitationsSource
#1Andreas Gegenfurtner (University of Regensburg)
#2Susanne NarcissH-Index: 17
Last. Judith M. HarackiewiczH-Index: 64
view all 5 authors...
1 CitationsSource
#1Alex Shum (HKU: University of Hong Kong)H-Index: 3
#2Peter W. K. Lau (HKU: University of Hong Kong)H-Index: 8
Last. Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
view all 3 authors...
Graduate students often teach in higher education but lack necessary experience, while enrolment for teacher-training courses is often voluntary with varying standards. The development and malleabi...
2 CitationsSource
#1Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
#2David ConiamH-Index: 19
view all 4 authors...
4 Citations
#1Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
#2Andrew Thompson (Kyushu Sangyo University)H-Index: 3
Last. Andrew Gallacher (Kyushu Sangyo University)H-Index: 1
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Abstract Interest and self-efficacy are crucial to academic success. This study addresses two gaps in our understanding of their development and support during university courses: how prior self-efficacy and interest plays a role in, and how different classroom activities build toward the development of students' future interest and self-efficacy. In this study the interplay between ability-beliefs (self-efficacy/self-concept) and interest at three levels of specificity (Domain, Course and Task)...
3 CitationsSource
#1W. L. Quint Oga-Baldwin (Waseda University)H-Index: 6
#2Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
Abstract Students' gender can have subtle long-term effects on students' motivation, engagement, and ultimate achievement in learning a new language. Given the current focus on motivation in primary and secondary schools in many Asian countries, understanding both boys' and girls' orientations toward learning English may offer insight into students' future trajectories. In this study, we sought to demonstrate the differences in students' motivational profiles originating from their gender. Using...
3 CitationsSource
#1W. L. Quint Oga-Baldwin (Waseda University)H-Index: 6
#2Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
Abstract Numerous theorists have offered opinions about motivational differences between learning a new language and other school subjects. At the same time, little empirical evidence for the differences has been brought forward. In this study, we aimed to address these motivational differences and similarities between learning a new (foreign) language and learning one's own language in formal school settings using the framework of self- determination theory. Rather than comparing variable level...
4 CitationsSource