Norman B. Mendoza, PhD, currently serves as an RGC Postdoctoral Fellow and an Incoming Assistant Professor at the Department of Curriculum and Instruction of the Faculty of Education and Human Development, The Education University of Hong Kong.
He is a licensed psychometrician with expertise in formative assessment and educational psychology in digital education and online learning contexts. The focal point of his research is on measurement and mechanisms. Specifically, he focuses on (1) assessing and (2) intervening in the psychoeducational mechanisms that underpin online/hybrid learning contexts, both broadly and in specific learning domains (e.g., English language learning). The mechanisms he studies include students' self-assessment practices, motivation, engagement, and well-being, as well as teachers' need-supportive teaching and need-supportive task instructions.
He is a licensed psychometrician with expertise in formative assessment and educational psychology in digital education and online learning contexts. The focal point of his research is on measurement and mechanisms. Specifically, he focuses on (1) assessing and (2) intervening in the psychoeducational mechanisms that underpin online/hybrid learning contexts, both broadly and in specific learning domains (e.g., English language learning). The mechanisms he studies include students' self-assessment practices, motivation, engagement, and well-being, as well as teachers' need-supportive teaching and need-supportive task instructions.
His research investigates how these mechanisms and factors influence online learning and educational outcomes. Conceptually, he focuses on formative assessment through the lens of self-determination theory and implicit theory of intelligence. Substantively, he studies (a) pedagogies that improve performance on online learning tasks, (b) behavioural indicators of growth mindset, and (c) student resilience and well-being. Methodologically, he uses hierarchical and multilevel modelling, structural equation models, randomized controlled experiments, and instrument validation and psychometrics in R, STATA, and MPlus for data analysis.
His prolific research has been published in over 23 peer-reviewed journal articles in prestigious publications such as Computers and Education, European Journal of Psychology of Education, Journal of Psychoeducational Assessment, Educational Psychology, and Studies in Educational Evaluation.
His research has three strands:
(1) intervention studies on online learning practices and motivational learning outcomes that have been published in Computers and Education, European Journal of Psychology of Education, and Studies in Educational Evaluation;
(2) psychometric studies on instrument development and validation in education and mental health research published in Journal of Psychoeducational Assessment, Measurement and Evaluation in Counseling and Development, and Current Psychology;
(3) quantitative and machine learning studies in education and psychology research published in Educational Psychology, European Journal of Psychology of Education, and Current Psychology.
His research topics include:
- Self-directed learning practices (e.g., self-assessment practices; engagement; growth competencies and practices)
- Motivation, engagement, mindset
- Need-supportive instruction
- Well-being and mental health
