Position/Status

Associate Professor

Graduate Program Coordinator for Master’s and Doctoral Programs in Educational Assessment and Measurement

Qualifications

PhD in Education, Queen’s University, Canada

Membership of Professional Bodies/Associations

National Council on Measurement in Education (NCME)

International Association for Educational Assessment (IAEA)

American Educational Research Association (AERA)

American Psychological Association (APA)

European Association for Research on Learning and Instruction (EARLI)

Canadian Psychological Association (CPA)

Canadian Society for the Study of Education (CSSE)

International Union of Psychological Science (IUPsyS)

Association for Psychological Science (APS)

International Association for Cross-Cultural Psychology (IACP)


Profile

Dr. Shaljan Areepattamannil is associate professor in the Division of Assessment and School Evaluation at the Emirates College for Advanced Education (ECAE), specializing in motivation, engagement, achievement, well-being, and quantitative methods. He is also the graduate program coordinator for master’s and doctoral programs in educational assessment and measurement at ECAE. Prior to joining ECAE, Shaljan was assistant professor in the Department of Curriculum, Teaching, and Learning at the National Institute of Education, Nanyang Technological University, Singapore.

Dr. Shaljan has published over 60 peer-reviewed journal articles, book chapters, monographs, and papers in published conference proceedings. He has also co-edited four books, published by Springer, Sense, and IGI Global. Shaljan has presented more than 50 scholarly papers at national and international professional meetings and conferences. His most recent publications have appeared in Web of Science indexed, high-impact journals, such as Computers in Human Behavior, Journal of Adolescence, Personality and Individual Differences, and Journal of Psychoeducational Assessment.

Dr. Shaljan has won three Abu Dhabi Department of Education and Knowledge (ADEK) Award for Research Excellence (AARE) grants: Beyond ABC’s and 123’s: A two-year longitudinal study of the impact of kindergarten education on child outcomes in Abu Dhabi (PI); Assessing the current functional outcomes of children with hearing loss in Abu Dhabi (Co-PI); and Investigating the integration and impact of 3D printing in primary classrooms (Co-PI). In total, he has secured over US$1.4 million in nationally and internationally competitive grants.

Shaljan has been an active member in a number of professional associations at the national and international levels. He has been a reviewer for several Web of Science indexed, high-impact journals, including Computers & Education, Computers in Human Behavior, Journal of Adolescence, Cultural Diversity & Ethnic Minority Psychology, Learning and Individual Differences, Child Indicators Research, Educational Psychology, and the Journal of Psychoeducational Assessment. Shaljan has also served as associate editor for the Asia Pacific Journal of Education (Routledge) and as review editor for Frontiers in Psychology and Frontiers in Education.

Publications:

Articles in Peer-Reviewed Research Journals

Areepattamannil, S., & Khine, M. S. (2018). Evaluating the psychometric properties of the Original Grit Scale using Rasch analysis in an Arab adolescent sample. Journal of Psychoeducational Assessment. Advance online publication. doi:10.1177/0734282917719976

Cairns, D., & Areepattamannil, S. (2018). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education. Advance online publication. doi:10.1007/s11165-017-9639-x

Melkonian, M., & Areepattamannil, S. (2018). The effect of absolute age-position on academic performance: A study of secondary students in the United Arab Emirates. Educational Studies. Advance online publication. doi:10.1080/03055698.2017.1382330

Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2018). A qualitative study of Indian and Indian immigrant adolescents’ perceptions of the factors affecting their engagement and performance in school. Social Psychology of Education, 21, 383–407. doi:10.1007/s11218-017-9420-z

Areepattamannil, S., & Khine, M. S. (2017). Early adolescents’ use of information and communication technologies (ICTs) for social communication in 20 countries: Examining the roles of ICT-related behavioral and motivational characteristics. Computers in Human Behavior, 73, 263–272. doi:10.1016/j.chb.2017.03.058

Areepattamannil, S., Khine, M. S., & Al Nuaimi, S. A. (2017). The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates. Journal of Adolescence, 59, 148– 154. doi:10.1016/j.adolescence.2017.06.005

Areepattamannil, S., & Hashim, J. (2017). The Questionnaire for Eudaimonic Well-Being (QEWB): Psychometric properties in a non-Western adolescent sample. Personality and Individual Differences, 117, 236–241. doi:10.1016/j.paid.2017.06.018

Hashim, J., & Areepattamannil, S. (2017). The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS): Reliability, validity, and gender invariance in an Indian adolescent sample. Journal of Adolescence, 57, 54–58. doi:10.1016/j.adolescence. 2017.03.007

Scherer, R., Jansen, M., Nilsen, T., Areepattamannil, S., & Marsh, H. W. (2016). The quest for comparability: Studying the invariance of the Teachers’ Sense of Self-Efficacy (TSES) measure across countries. Plos One, 11(3), e0150829. doi:10.1371/journal.pone.0150829

Areepattamannil, S., Abdelfattah, F., Mahasneh, R. A., Khine, M. S., Welch, A. G., Melkonian, M., & Al Nuaimi, S. A. (2016). Prediction of mathematics work ethic and performance from behavioral, normative, and control beliefs among Qatari adolescents. Journal of Adolescence, 46, 38–44. doi:10.1016/j.adolescence.2015.10.016

Areepattamannil, S., Melkonian, M., Khine, M. S., Welch, A. G., Al Nuaimi, S. A., & Rashad, F. F. (2015). Are Emirati parents’ attitudes toward mathematics linked to their adolescent children’s attitudes toward mathematics and mathematics achievement? Journal of Adolescence, 44, 17–20. doi:10.1016/j.adolescence.2015.07.002

Areepattamannil, S., Melkonian, M., Khine, M. S. (2015). Exploring differences in native and immigrant adolescents’ mathematics achievement and dispositions towards mathematics in Qatar. Journal of Adolescence, 40, 11–13. doi:10.1016/j.adolescence.2014.12.010

Areepattamannil, S. (2014). What factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination. Journal of Adolescence, 37, 367–372. doi:10.1016/j.adolescence.2014.02.007

Areepattamannil, S., & Lee, D. H. L. (2014). Linking immigrant parents’ educational expectations and aspirations to their children’s school performance. The Journal of Genetic Psychology, 175, 51–57. doi:10.1080/00221325.2013.799061.

Areepattamannil, S. (2014). Are learning strategies linked to academic performance among adolescents in two states in India? A Tobit regression analysis. The Journal of General Psychology, 141, 1–16. doi:10.1080/00221309.2014.957637

Areepattamannil, S. (2014). Relationship between academic motivation and mathematics achievement among Indian adolescents in Canada and India. The Journal of General Psychology, 141, 247–262. doi:10.1080/00221309.2014.897929

King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8, 18–27. doi:10.1017/prp.2014.3

Manzon, M., & Areepattamannil, S. (2014). Shadow educations: Mapping the global discourse. Asia Pacific Journal of Education, 34, 389–402. doi:10.1080/02188791.2014.969194

Areepattamannil, S., & Caleon, I. S. (2013). Relationships of cognitive and metacognitive learning strategies to mathematics achievement in four high-performing East Asian education systems. The Journal of Genetic Psychology, 174, 696–702. doi:10.1080/00221325.2013.799057

Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: Evidence from Qatar. The Journal of Educational Research, 105, 134–146. doi:10.1080/00220671.2010.533717

Areepattamannil, S., & Kaur, B. (2012). Factors predicting science achievement of immigrant and non-immigrant students: A multilevel analysis. International Journal of Science and Mathematics Education, 11, 1183–1207. doi:10.1007/s10763-012-9369-5

Areepattamannil, S. (2012). First- and second-generation immigrant adolescents' multidimensional mathematics and science self-concepts and their achievement in mathematics and science. International Journal of Science and Mathematics Education, 10, 695–716. doi:10.1007/s10763- 011-9319-7

Areepattamannil, S. (2012). Science self-beliefs and science achievement of adolescents in Gulf Cooperation Council countries. Educational Studies, 38, 13–17. doi:10.1080/03055698.2011.567058

Areepattamannil, S. (2012). Mediational role of academic motivation in the association between school self-concept and school achievement among Indian adolescents in Canada and India. Social Psychology of Education, 15, 367–386. doi:10.1007/s11218-012-9187-1

Ng, K. T., Lay, Y. F., Areepattamannil, S., Treagust, D. F., & Chandrasegaran, A. L. (2012). Relationship between affect and achievement in science and mathematics in Malaysia and Singapore. Research in Science & Technological Education, 30, 225–237. doi:10.1080/02635143.2012.708655

Harrison, A. G., Areepattamannil, S., & Freeman, J. G. (2012). Effects of the Learning Opportunities Task Force (LOTF) programs on postsecondary students with learning disabilities. Exceptionality Education International, 22, 55–69.

Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology of Education, 14, 427–439. doi:10.1007/s11218-011-9155-1

Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14, 233–259. doi:10.1007/s11218-010-9144-9

Areepattamannil, S. (2010). Parenting practices, parenting style, and children's school achievement. Psychological Studies, 55, 283–289. doi:10.1007/s12646-010-0043-0

Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the Greater Toronto Area secondary schools. Journal of Advanced Academics, 19, 700–743. doi:10.4219/jaa-2008-831

Books, Chapters in Books and Other

Books:

Khine, M. S., Areepattamannil, S. (Eds.). (2019). STEAM education: Theory and practice. Cham, Switzerland: Springer.

Santos, I. M., Ali, N., & Areepattamannil, S. (Eds.). (2019). Interdisciplinary and international perspectives on 3D printing in education. Hershey, PA: IGI Global.

Welch, A. G., & Areepattamannil, S. (Eds.). (2016). Dispositions in teacher education. A global perspective. Rotterdam, The Netherlands: Sense.

Khine, M. S., & Areepattamannil, S. (Eds.). (2016). Non-cognitive skills and factor in educational attainment. Rotterdam, The Netherlands: Sense.

Chapters in Books:

Areepattamannil, S., Welch, A. G., Melkonian, M., & Saqr, S. (2016). Non-cognitive correlates of Emirati adolescents’ mathematics performance: A multilevel analysis. In M. S. Khine & S. Areepattamannil (Eds.), Non-cognitive skills and factors in educational attainment (pp. 397-409). Rotterdam, The Netherlands: Sense.

Welch, A. G., & Areepattamannil, S., & Dickson, M. (2016). The development and validation of the Abu Dhabi Professional Teaching Disposition Scale. In A. G. Welch & S. Areepattamannil (Eds.), Dispositions in teacher education: A global perspective (pp. 183-197). Rotterdam, The Netherlands: Sense.

Areepattamannil, S., Chiam, C. L., Lee, D. H. L., & Hong, H. (2015). Correlates of science achievement in Singapore: A multilevel exploration. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 607-629). Cham, Switzerland: Springer.

Lay, Y. F., Areepattamannil, S., Ng, K. T., & Hoon, K. C. (2015). Dispositions towards science and science achievement in TIMSS 2011: A comparison of eighth graders in Hong Kong, Chinese Taipei, Japan, Korea, and Singapore. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 591-605). Cham, Switzerland: Springer.

Boey, K. L., Areepattamannil, S., & Kaur, B. (2015). A multidimensional approach to understanding in mathematics among Grade 8 students in Singapore. In B. Sriraman, J. Cai, K. Lee, F. Lianghuo, Y. Shimuzu, L. C. Sam, & K. Subramanium (Eds.), The first sourcebook on Asian research in mathematics education: Korea, Singapore, China, Japan, India, and Malaysia (pp. 1045-1058). Charlotte, NC: Information Age.

Lay, Y. F., Areepattamannil, S., Ng, K. T., Karnasih, I., & Kaur, B. (2014). Teacher and classroom correlates of TIMSS 2011 Grade 8 mathematics achievement in Malaysia, Singapore, Indonesia, and Thailand. In S. L. Ong, E. J. Gonzalez, & S. S. Kanageswari (Eds.), TIMSS 2011: What can we learn together? (Vol. 1) (pp. 84-103). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.

Areepattamannil, S. (2012). Filipino students' mathematics self-concept and their achievement in advanced mathematics. In S. L. Ong & E. J. Gonzalez (Eds.), TIMSS 2007: What can we learn? (pp. 77-94). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.

Ng, K. T., Lay, Y. F., & Areepattamannil, S. (2012). Relationships of students’ self-confidence towards science and mathematics with their achievement in science and mathematics. In S. L. Ong & E. J. Gonzalez (Eds.), TIMSS 2007: What can we learn? (pp. 22-37). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.

Research Reports and Other Publications

Areepattamannil, S., Forte, A., & Khine, M. S. (2016). White Paper - Continuous assessment: Embodying consistency and validity. Ministry of Education, United Arab Emirates.

Areepattamannil, S., Goh, J. W. P., Fulmer, G. W., & Su, R. H. C. (2014). From the bottom to the top: Investigating learning strategies and PISA mathematics and science outcomes of students of differing abilities in Singapore. National Institute of Education, Singapore.

Kaur, B., Areepattamannil, S., & Boey, K. L. (2013). Singapore's Perspective: Highlights of TIMSS 2011. Singapore: National Institute of Education, Nanyang Technological University.

Kaur, B., Boey, K. L., Areepattamannil, S., & Chen, Q. (2012). In-depth analysis of Singapore’s TIMSS 2007 data. Singapore: National Institute of Education, Nanyang Technological University.

Kaur, B., Boey, K. L., Areepattamannil, S., & Chen, Q. (2012). Singapore's Perspective: Highlights of TIMSS 2007. Singapore: National Institute of Education, Nanyang Technological University.

Areepattamannil, S., Freeman, J. G., & King, M. (2011). Examining the relationships among contextual factors, student risk behaviors, mental health, and student achievement A secondary analysis of Health Behavior in School-Aged Children (HBSC) 2009/2010 Yukon data. Kingston, Canada: Social Program Evaluation Group, Queen’s University, Canada.

Bond, S., Girgrah, A., Burrow, J., Ingersoll, M., Vandermuhlen, C., & Areepattamannil, S. (2009). The world of learning: Canadian postsecondary students and the study abroad experience. Ottawa, Ontario, Canada: Canadian Bureau of International Education.

Bond, S., Areepattamannil, S., Brathwaite-Sturgeon, G., Hayle, E., & Malekan, M. (2007). Northern lights: International graduates of Canadian institutions and the national workforce. Ottawa, Ontario, Canada: Canadian Bureau of International Education.