James A. Kulik's research while affiliated with University of Michigan and other places

... The achievement of a student's target is not related to the success of other students (Johnson, Johnson, & Scott, 1978). Bangert, Kulik and Kulik (1983) stated that individualized systems in secondary education give the same results as traditional teaching, and that students' achievements and critical thinking and self-confidence in the typical individualized classroom are similar to those in traditional classroom. Today, the focus of individualization has shifted towards the personalization, emphasizing the social dimension of learning. ...

... Slavin (1987), for example, argued that classroom data did not support the advocates of mastery. Kulik, Kulik and Banger-Drowns (1990) with a wider review of the literature reached the conclusion there was merit and evidence for mastery learning. Interest in mastery learning languished for several decades and was recently brought forward again by Gusky (2007). ...

... Again, it has been shown that students like the mode of presentation (Brown, 1995), that it is viewed as a positive experience (Deardoff, 1986), and that it is suitable for individual learning needs (Parr, 1999). However, Kulik and Kulik (1989) have stated that more difference between CAI and conventional traditional method as an effective teaching technique. Garrett (1995) reported mixed results when comparing CAI and conventional traditional method of teaching. ...

... The practice recommendations, in brief, firstly included the suggestion to build the school mathematics programs in a way that involved high levels of teacher collaboration to develop a shared, school-wide approach (Boaler & Staples, 2008;Jorgensen, 2018;Stronger Smarter, 2014). In relation to broad pedagogical suggestions, the practice recommendations drew on a mastery learning approach where learning is recommended to be structured in small units of work based on pre-testing and concluded by post-testing (Kulik et al., 1990). Mastery learning involves teaching a topic until mastery is achieved and providing continuous feedback to students, resulting in mathematics learning that is not specifically time-bound, but rather progressed at a rate suitable for each cohort. ...

... Hence, it seems reasonable to suspect that people might be more willing to accept an opposing opinion if it comes from a celebrity they know, like, and trust. Indeed, there is strong evidence to suggest that liked persons [50], including celebrities [7,27,28], can shift others' opinions, and that individuals tend to adapt their opinions and attitudes to persons whom they like and with whom they identify [14,26]. ...

... Across all studies, sociodemographic correlates of caregiver distress were younger age and less education. There were inconsistent results with respect to whether females [36,37] or males [30,31] were more likely to experience increased distress; sex-specific analyses were seldom conducted due to the overrepresentation of female caregivers. Several studies also measured the association of caregiver distress with lifestyle, physical, and mental health variables, with most studies concluding the caregiver distress is higher in those with poorer preventative health behaviors. ...

... For instance, consumers going through medical treatments can affiliate with others undergoing similar procedures for support and knowledge exchange. By assimilating with others who have successfully overcome a health challenge, consumers can feel more optimistic about their own chance of success (Huang et al. 2015;Kulik and Mahler 2000). In addition to assimilation, consumers may contrast themselves against undesirable social groups to signal their own identity (e.g., consuming less food than the undesirable social group, McFerran et al. 2010). ...

... 'Metalinguistic feedback' provides technical linguistic information and comments about the error (Lyster & Ranta, 1997). The literature review by Lipnevich and Panadero (2021) analysed various models and theories of feedback that are mostly focused on the aims and types of feedback, such as outcome feedback and cognitive feedback, as self-regulated learning feedback, suggested by Butler and Winne (1995), and formal vs informal feedback (Bangert-Drowns et al., 1991), differing in terms of intentionality. It is clear from the above-mentioned literature that research in the field of feedback mostly focuses on the "aims and types of feedback" as classifying criteria and little has been done on the "features of feedback" as basis for teacher feedback practices. ...

... PAs might also exhibit a virtual representation or embodiment (K. Kim et al., 2018) and be integrated into e-learning environments or ITS (Cook et al., 2017;Keller & Brucker-Kley, 2020;Kulik & Fletcher, 2016). Considering different design elements in the development of PAs is crucial. ...

... A subset of evidence has supported the notion that social comparison can be beneficial for PA, at the person level; for example, global self-reports of social comparison orientation (i.e., overall interest in social comparison information; Gibbons & Buunk, 1999) have been positively associated with engagement in PA (Luszczynska, Gibbons, Piko, & Tekozel, 2004). Yet this contrasts with findings showing that comparisons can be demotivating for PA, for certain women at certain times (e.g., Datta & Kulik, 2012;Lawson & Wardle, 2013). Such contradictions suggest that the level of analysis (i.e., person vs. timing) and more specific aspects of a given comparison may require additional attention. ...