2008 - Fellow of the American Educational Research Association
1980 - Fellow of the American Psychological Association (APA)
Harold F. O'Neil focuses on Developmental psychology, Mathematics education, Knowledge management, Cognitive psychology and Computer-Assisted Instruction. His work in the fields of Developmental psychology, such as Construct validity, intersects with other areas such as Metacognition. His studies deal with areas such as Test, Ecological psychology and Artificial intelligence as well as Mathematics education.
He has included themes like Computer-based instruction and Team learning in his Knowledge management study. The Cognitive psychology study combines topics in areas such as Computer assisted learning, Task and Cognitive reframing. His work carried out in the field of Computer-Assisted Instruction brings together such families of science as Software engineering, Task analysis and Business intelligence.
His primary areas of investigation include Mathematics education, Social psychology, Developmental psychology, Knowledge management and Metacognition. His Educational technology and Educational research study, which is part of a larger body of work in Mathematics education, is frequently linked to Incentive, bridging the gap between disciplines. His research in the fields of Self-efficacy and Creativity overlaps with other disciplines such as Fidelity and Complex problem solving.
His study on Construct validity is often connected to Trait as part of broader study in Developmental psychology. The study incorporates disciplines such as Interpersonal communication and Test validity in addition to Knowledge management. In the field of Test, his study on Achievement test overlaps with subjects such as Computer based.
His primary areas of study are Creativity, Social psychology, Mathematics education, Metacognition and Cognitive psychology. His Creativity study integrates concerns from other disciplines, such as Developmental psychology, Flexibility and Fluency. His Developmental psychology research incorporates elements of Big Five personality traits, Personality and Self-efficacy.
The various areas that Harold F. O'Neil examines in his Social psychology study include Student learning, Control and Self explanation. His Mathematics education research integrates issues from Test, Game mechanics and Computer game. His Cognitive psychology research includes themes of Structural equation modeling, Academic achievement and Affect.
His primary scientific interests are in Social psychology, Creativity, Trustworthiness, Engineering management and Military medicine. Harold F. O'Neil interconnects Mathematics education, Self explanation, Control and Game mechanics in the investigation of issues within Social psychology. His Creativity study combines topics from a wide range of disciplines, such as Goal theory and Curiosity.
His Trustworthiness research includes elements of Quality, Navy, Public health, Peer review and Medical simulation.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Classification of Learning Outcomes: Evidence from the Computer Games Literature.
Harold F. O'Neil;Richard Wainess;Eva L. Baker.
Curriculum Journal (2005)
Meta-analytic studies of findings on computer-based instruction.
John A. Kulik;Eva L. Baker;Harold F. O’Neil.
Technology assessment in education and training (1994)
Policy and validity prospects for performance-based assessment.
Eva L. Baker;Harold F. O'Neil;Robert L. Linn.
American Psychologist (1993)
Technology assessment in education and training
Eva L. Baker;Harold F. O'Neil.
Reliability and Validity of a State Metacognitive Inventory: Potential for Alternative Assessment
Harold F. O'Neil;Jamal Abedi.
Journal of Educational Research (1996)
Effects of state anxiety and task difficulty on computer-assisted learning.
Harold F. O'Neil Jr.;Charles D. Spielberger;Duncan N. Hansen.
Journal of Educational Psychology (1969)
Reliability and validity of a computer-based knowledge mapping system to measure content understanding
H.E Herl;H.F O'Neil;G.K.W.K Chung;J Schacter.
Computers in Human Behavior (1999)
Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students 1 , 2
John R. Malpass;Harold F. O'Neil;Dennis Hocevar.
Roeper Review (1999)
Effects of Motivational Interventions on the National Assessment of Educational Progress Mathematics Performance
Harold F. O'Neil;Brenda Sugrue;Eva L. Baker.
Educational Assessment (1995)
Cognitive and affective learning strategies
Harold F. O'Neil;Charles Donald Spielberger.
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