Seffetullah Kuldas

Image of Seffetullah Kuldas
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Room 412
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Visiting address Gaustadalléen 21 Forskningsparken 0349 Oslo
Postal address Postboks 1093 Blindern 0317 Oslo

Academic interests

As a holder of Marie Skłodowska-Curie Actions – Individual Fellowships (MSCA–IF), I am currently a Postdoctoral Fellow in the Department of Media and Communication at the University of Oslo, working on the project about Ethnicity-Based Parenting for Children’s Online Safety/Risks (funded by Horizon 2020, the European Union Framework Programme for Research and Innovation). Using the EU Kids data, the project aims to provide a novel theoretical framework, conceptual model, and measurement scale of parenting for children’s online safety/risks and opportunities among immigrant and ethnic minorities in Europe.

My main research interests are (i) national and ethnic differences in parental mediation of children's Internet use, (ii) educational resilience (e.g., against ethnicity-based bullying victimization and low socioeconomic status), (iii) self (self-construal) , (iv) the unconscious mind, (v) motivation/affect, and (vi) cognitive capacity/load. My peer-reviewed publications are in the field of educational psychology, educational research, youth and adolescent, basic and applied social psychology, and media and communication. 

Courses taught

I have occasionally lectured (as a Guest Lecturer or Teaching Assistant) about the following subjects: 

  • Ethnicity-Based Bullying and Victimization (Attended a class of trainee teachers in the Institute of Education at Dublin City University)
  • Language and Reflection (Attended a class of master degree students in the School of Educational Studies at the University of Science Malaysia)
  • Thinking and Unconsciousness (Attended a class of master degree students in the School of Educational Studies at the University of Science Malaysia)
  • Metacognition (Attended a class of master degree students in the School of Educational Studies at the University of Science Malaysia)
  • Quantitative and Qualitative Research Methodology (Attended a group of PhD and master degree students in the School of Educational Studies at the University of Science Malaysia) 
  • Educational Psychology (Teaching assistant in the Faculty of Education at University Technology Malaysia)

Background

I was a Postdoctoral Researcher at the Anti-Bullying Centre, Dublin City University (Ireland), working on an anti-bullying project about ethnicity-based bullying and victimization experiences amongst Roma children in Ireland and Cyprus. This project was co-funded by the Rights, Equality, and Citizenship Programme of the European Union. My responsibilities included co-leading the project, coordinating communications with the funder and research partners, making systematic reviews of literature, collecting and analyzing empirical data, conducting interviews with Roma parents, and publications in peer-reviewed journals. Further responsibilities were active involvement in organizing an international conference and four seminars on the school experiences of Roma children.

Awards

  • Marie Skłodowska-Curie Actions – Individual Fellowships (MSCA–IF)
  • Best Research Award
  • PhD Fellowship
  • Best Publication Awards

Partners

Anti-Bullying Centre, Dublin City University

 

Selected publications

Book Chapter

Kuldas, S., Dupont, M., &Foody., M. (2021). Ethnicity-based bullying: Suggestions for future research on classroom ethnic composition. In P. K. Smith & J. O'Higgins Norman (Eds.), The Wiley Blackwell handbook of bullying (Vol. 1, pp. 246-265). Wiley-Blackwell.

 

Peer-Reviewed Articles

Laffan, D., Kuldas, S., Sciacca, B., O'Higgins Norman, J., & Milosevic, T. (in press). Children's and parents' worries about online schooling associated with children's anxiety during lockdown in Ireland. International Journal of Communication

Milosevic, T., Kuldas, S., Sargioti, K., Laffan, D. A., & O'Higgins Norman, J. (2022). Children's Internet use, self-reported life satisfaction, and parental mediation in Europe: An analysis of the EU Kids Online dataset, Frontiers in Psychology, 12, 69817

Kuldas, S., Sargioti, K., Milosevic, T., & O'Higgins Norman, J. (2021). A review and content validation of 10 measurement scales for parental mediation of children's Internet use. International Journal of Communication, 15, 4062-4084.

Kuldas, S., & Foody, M. (2021). Neither resiliency-trait nor resilience-state: Transactional resiliency/e. Youth & Society.

Kuldas, S., Foody, M., & O'Higgins Norman, J. (2021). Does ethnicity of victims and bullies really matter? Suggestions for further research on intra-ethnic bullying/victimisation. International Journal of Bullying Prevention.

Foody, M., McGuire, L., Kuldas, S., & O'Higgins Norman, J. (2019). Friendship quality and gender differences in association with cyberbullying involvement and psychological well-being. Frontiers in Psychology, 10, 1723.

Kuldas, S., Hashim, S., & Ismail, H. N. (2017). How do students shift from task-related to task-unrelated thoughts? Anales de Psicologia, 33, 57-65

Kuldas, S., Sinnakaudan, S., Hashim, S., & Ghazali, M. (2017). Calling for the development of children's number sense in primary schools in Malaysia. Education 3-13, 45, 586-598.

Kuldas, S., & Bulut, S. (2016). What is called self in educational research and practice? Basic and Applied Social Psychology, 38, 200-211.

Sinnakaudan, S., Kuldas, S., Hashim, S., & Ghazali, M. (2016). Enabling pupils to conceive part-whole relations of numbers and develop number sense: Year one of primary schools in Malaysia. International Journal for Mathematics Teaching and Learning, 17, 1-20.

Kuldas, S., Hashim, S., & Ismail, H. N. (2015). Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors, and demonstrating academic resilience. International Journal of Adolescence and Youth, 20, 32-47.

Kuldas, S., Hashim, S., Ismail, H. N., & Bakar, A. Z. (2015). Reviewing the role of cognitive load, expertise level, motivation, and unconscious processing in working memory performance. International Journal of Educational Psychology, 4, 142-169.

Kuldas, S., Hashim, S.B., Ismail, H. N., & Samsudin, M. A. (2015). The need for an academic resilience approach to enhancing cognitive task performance of Malaysian students in secondary schools and higher education. Pertanika Journal of Social Sciences and Humanities, 23, 553-566

Kuldas, S., Satyen, L., Ismail, H. N., & Hashim, S. (2014). Greater cognitive effort for better learning: Tailoring an instructional design for learners with different levels of knowledge and motivation. Psychologica Belgica, 54, 350-373.

Kuldas, S., Hashim, S., Ismail, H. N., Samsudin, M. A., & Bakar, A. Z. (2014). The unconscious allocation of cognitive resources to task-relevant and task irrelevant thoughts. Journal of Educational and Developmental Psychology, 14, 1-16.

Kuldas, S., Allahyar, N., Hashim, S., Ismail, H. N., & Samsudin. M. A. (2014). Reconsidering conscious and unconscious aspects of thinking in teaching students how to think. Psychology and Education Journal, Monograph 2, 1-25.

Kuldas, S., Ismail, H. N., Hashim, S., & Bakar, A. Z. (2013). Unconscious learning processes: Mental integration of verbal and pictorial instructional materials. SpringerPlus, 2(1), 105.

Kuldas, S., Ismail, H. N., & Hashim, S.B. (2013). How thinking works: The challenge of teaching how to think. Procedia - Social and Behavioral Sciences, 97, 368-376.

Ismail, H. N., Kuldas, S., & Aswati, H. (2013). Do students need more motivational resources or more cognitive resources for better learning? Procedia-Social and Behavioral Sciences, 97, 325-332.

Kuldas, S., Bakar, A. Z., & Ismail, H. N. (2012). The role of unconscious information processing in the acquisition and learning of instructional messages. Electronic Journal of Research in Educational Psychology, 10, 907-940.

Published Sep. 28, 2021 10:47 AM - Last modified Apr. 5, 2022 7:22 PM