John Roodenberg(Monash)

Source：SFLTime：2015-01-08Views：189

Dr. John Roodenberg

Biography

Registered Educational and DevelopmentalPsychologist, Registered Counselling Psychologist, Registered Teacher(Victoria)

Researchinterests

AREAS:

·The hub for my research concernsindividual dispositions, the psychology of INDIVIDUAL DIFFERENCES (IDs) alsoknown as Differential Psychology. IDs involve the study of Abilities,Personality Traits, and Thinking (Cognitive) Styles. [For succinct overview ofID research point your web browser to:http://en.wikipedia.org/wiki/Individual_differences ]

·I am particularly intereted in IDsas they relate to: Learning, Wellbeing, Positive Psychology (Psychology ofHuman Strengths), Culture, and Organisations.

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THEORETICAL:

·The nature, modelling,measurement, and validity of ID and related constructs, including CrossCultural Assessment and Linguistic impacts.

FACTORS & VARIABLES of particularinterest:

·Anxiety, Depression, Happiness,Self Efficacy, Locus of Control, Coping, Resilience, Bullying, Addiction,Culture, Abilities, Personality, Cognitive (Thinking) Style, Creativity,Teaching and Learning styles, Occupational Interests.

METHODOLOGICAL, TECHNICAL, &STATISTICAL INTERESTS:

·Multivariate ExperimentalPsychology, Psychometrics, Scale Development, Factor Analysis, StructuralEquation Modelling, Cluster Analysis, Circumplex Representation and thePsycholexical hypothesis.

Selectedpublications

·Roodenburg, J., Roodenburg, E., & Rayner, S. (2011 (In press)).Intellectual Style and Personality. In L.-F. Zhang, R. J. Sternberg & S. Rayner (Eds.), Handbook of Intellectual Styles (pp.tba). NY: Springer Publishing Company.

·Rayner, S., Roodenburg, J., & Roodenburg, E. (2011 (in press)).Understanding an integrated theory of intellectual styles: Models, measures andmeaning. In L.-F. Zhang, R. J. Sternberg & S. Rayner(Eds.), Handbook of Intellectual Styles (pp. tba). NY: Springer PublishingCompany.

·Roodenburg, J., & Roodenburg, E. M. (2011). Basic Psychometricsfor ModelBuilding and the Validation of CognitiveStyle. In S. Rayner & E. Cools (Eds.), Style Differences in Cognition,Learning and Management. Abingdon UK: Routledge.

·Roodenburg, E. M., & Roodenburg, J. (2010). The relevance ofMyers Briggs Type constructs for education: Interactions between teacher andstudent type, self esteem and learning. Paper presented at the 10th European LearningStyles Information Network Conference, Aveiro, Portugal.

·Roodenburg, J., & Roodenburg, E. M. (2010). Social Desirabilityand Acquiescence, Trivial or Serious Confounds for Cognitive Style? Paperpresented at the 10th European Learning Styles Information Network Conference, Aveiro, Portugal.

·Roodenburg, J., & Roodenburg, E. M. (2009, 25-28 June 2009).Occupational interests and personality centered cognitive style. Paperpresented at the The 8th Industrial and Organisational Psychology Conference,Sydney NSW Australia.

·Roodenburg, J. (2003). Cognitive style: A psycholexically derivedpersonality-centred model. European Journal of Personality, 17(2), 119-141.

·Roodenburg, J. (2001). A psycholexical approach to the elucidationof cognitive style: Exploratory and confirmatory modelling. In M. Graff, S.Armstrong, A. Francis, S. Rayner, J. Hill, E. Sadler-Smith & D. Spicer(Eds.), Proceedings of The 6th Annual ELSIN Conference (pp. 165-182).Glamorgan, Wales, UK: ELSIN.

·Roodenburg, J. (2001). Ethical dilemmas for church based mentalhealth and allied services, Zadok Perspectives (pp. 1-9). Fitzroy, Australia:Zadok Institute for Christianity and Society.

·Roodenburg, E. M., & Roodenburg, J. (1998). Statewideinvestigation of the high turnover of dairy extension officers in Victoria (Researchreport). Melbourne, Australia:Department of Natural Resources and Environment - Victoria.

SeeJohn Roodenburg in the Monash Research Directory

Supervision

STUDENTSARE INVITED TO JOIN ONE OF A NUMBER OF PROJECTS, and to share data gathering.

Fourth Year Psychology and Masters MinorProject students typically join in on one of a number of projects with Mastersby Research and Doctoral students. Such teamwork offers the benefits of mutualencouragement and support as well as constructive criticism from a range ofpeers.

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CURRENTMAJOR PROJECTS students are invited to join include:

> The role of cognition, personality,affective, cognitive and style factors as facilitators/inhibitors on schooladjustment in primary aged children.

> Cross Cultural Differences inPersonality, Abilities, Cognition, Health and Wellbeing

> Qualitative investigations intovalidating the cognitive style domain.

EXAMPLESOF SUPERVISED RESEARCH:

-Personality and academic procrastination.

-Procrastination, perfectionism, selfefficacy and the fear of failure

-Validation of a posttraumantic stressexposure scale

-Parenting style and bonding as predictorsof susceptibility to bullying and victimisation in male adolescents

-The effects of teacher awareness ofpsychological type on student achievement

-Personality and preferred modalities fordrug and alcohol treatment

-Synergy of psychological type and officeenvironments