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Papers by Kelly Chang

College student journal, Mar 1, 2013

International journal of adolescent medicine and health, Dec 1, 2012

This study explored the relationship between intellectual ability, socioeconomic status (SES), ac... more This study explored the relationship between intellectual ability, socioeconomic status (SES), academic achievement and self-effi cacy in a cross-cultural sample. Data from 90 students (63 students from Central America and 27 from the US) showed that regardless of culture or IQ, students from low SES families had signifi cantly lower grade point averages than students from medium-or high-SES families. Unexpectedly, data showed that regardless of culture or IQ, students from high-SES families had the lowest self-effi cacy, but the highest academic performance. Results suggest that self-effi cacy is likely to be related to expectations and selfperception beyond IQ or culture.

At the turn of the millennium, the positive psychology movement was born. In Martin E. P. Seligma... more At the turn of the millennium, the positive psychology movement was born. In Martin E. P. Seligman's (1999) presidential address at the 1998 American Psychological Association annual convention and in the seminal American Psychologist special issue following it (Seligman & Csikszentmihalyi, 2000), he recalled that before World War II and the establishment of the Veterans Administration and the National Institute of Mental Health, psychology had three missions: (1) curing mental illness, (2) helping all people to lead more productive and fulfilling lives, and (3) identifying and nurturing high talent. Seligman suggested that psychology had long neglected the latter two missions, creating an imbalance by focusing more on pathology and less on what makes life worth living. Beyond simply describing strengths that lead to fulfilling lives, positive psychologists could help people enhance those strengths, thus carrying out the second and third missions of psychology. While researchers in the field of emotional intelligence (EI) are still working to define and measure the construct, a variety of efforts to enhance EI have emerged. This work could be seen as one example of how positive psychology can help correct the imbalance between weaknesses and strengths. By some reports, EI is a psychological concept that seems more powerful than a locomotive (e.g., IQ), faster than a speeding bullet (e.g., saves struggling marriages), and able to leap over tall buildings in a single bound (e.g., improves academic achievement), with a big "EI" written across its broad chest. Such is the apparent promise of popular EI fanfare. Some authors' claims extend so far as to make EI the hero for today's "emotional decay": EI can address drug abuse, the rising divorce rate, violence in schools, psychological disorders, and so on (Goleman, 1995; Graczyk et al., 2000). Much of the excitement and attention around the concept of EI hinges on the hope that it can be improved, more so

The Review of Disability Studies: An International Journal, 2004

In this article, the author introduces the sociocognitive theory of implicit theories of intellig... more In this article, the author introduces the sociocognitive theory of implicit theories of intelligence (developed by Carol S. Dweck and her colleagues) to the field of rehabilitation, and analyzes disability issues in postsecondary academic achievement within this framework. This sociocognitive theory highlights the utility of the social model of disability. People hold two types of implicit beliefs about intelligence. An entity belief can lead to helplessness and negative self-concepts in the face of failure, because it focuses on labels and stable traits. An incremental belief leads to greater resilience in the face of failure by focusing on strategy and effort rather than on stable traits. The value of promoting incremental beliefs about intelligence in youth with disabilities is discussed in light of self-determination training, perception of opportunity, and transition to postsecondary education. Recommendations are presented for facilitating incremental beliefs in students with disabilities and improving the probability of academic success.

for sticking with me, mentoring me, giving me courage, and teaching me to be self-directed; and D... more for sticking with me, mentoring me, giving me courage, and teaching me to be self-directed; and Dr. Rosiana Azman, for your friendship and guidance, and for working so hard with me to teach for this project. You two are my heroes. Thank you, Dr. David Caruso, for all your knowledge and advice about emotional intelligence, for your encouragement, and for your help with feedback reports. I am grateful to the faculty who allowed me to collect data in their classes, to my coworkers for putting up with my stress, and to my church and friends for encouraging and praying for me.

Professional Psychology: Research and Practice, Apr 1, 2010

Most psychologists seek to control self-disclosures they make to patients, but the Internet's rap... more Most psychologists seek to control self-disclosures they make to patients, but the Internet's rapid development and widespread use over the past decade have introduced new problems for psychologists trying to avoid inappropriate disclosures. A total of 695 psychology graduate students and psychologists were surveyed about their current use of social networking Web sites (SNWs), opinions regarding regulation of online activities by the American Psychological Association (APA), and interactions in clinical work as a result of online activities. Established psychologists seldom use SNWs and may lack the experience to provide relevant supervisory guidance. No consensus about the need for APA guidelines emerged. Historically, APA has not issued guidelines in technological areas of rapid change. Thus, graduate training and continuing education should address the ethics of SNWs.

International journal of adolescent medicine and health, Sep 1, 2011

The purpose of this article is to examine the relationship between intelligence (IQ) and self-eff... more The purpose of this article is to examine the relationship between intelligence (IQ) and self-effi cacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age = 11.57 years, SD = 3.0 years) referred by school administrators and faculty. United States (US) participants (n = 27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-effi cacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-effi cacy, although age was correlated with self-effi cacy. Results suggest that the construct of self-effi cacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might infl uence perceived ability even more than intellectual abilities.

SSRN Electronic Journal, 2009

We conduct a field experiment to test whether (and how) emotional intelligence can be taught effe... more We conduct a field experiment to test whether (and how) emotional intelligence can be taught effectively in a short course. We randomly assign MBA students to an emotional intelligence course, a resiliency course, and a "placebo" course. We compare their emotional intelligences, as measured by the MSCEIT, before and after the sixteen-hour course. We find that students in the emotional intelligence course increase their MSCEIT score by 5 standard score points, students in the resiliency course by 4 standard score points, while students in the placebo course show no change. Furthermore, in the emotional intelligence course this improvement is positively related to class attendance. Students who never missed class increase their MSCEIT score by 10 standard score points.

This publication is available online at www.ncset.org

A comparison of accommodations and supports for students with disabilities in two-year versus fou... more A comparison of accommodations and supports for students with disabilities in two-year versus four-year postsecondary institutions

If I value myself, I value school: The protective effect of self-esteem among abused females

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Addressing Trends and …, 2004

Information on more than 26 diverse topics in secondary education and transition including an ove... more Information on more than 26 diverse topics in secondary education and transition including an overview, answers to commonly asked questions, research abstracts, emerging practices, and more! E-News NCSET's online newsletter loaded with information and links to publications, events, funding opportunities, Web sites, and other useful national resources-all searchable and at your fingertips! Publications Full text of all NCSET publications available for quick and easy download! Events Event registration, pre-event community circles, and online learning resources.

Selfregulated learning strategies were taught in introductory psychology courses. Students who u... more Selfregulated learning strategies were taught in introductory psychology courses. Students who used the strategies frequently (N=9) and who did not use them (N=10) were interviewed about factors that influenced their use of strategies. Two models were developed: a) a model of contextual and motivational factors influencing study habits, and b) a model of the decision process for acquiring learning strategies. Salient factors influencing study efforts and use of strategies included implicit theories of intelligence, goals in college, interest in class, and valuing practice.