A5062230873- Student Assessment and Feedback
- Education, Achievement, and Giftedness
- Evaluation of Teaching Practices
- Early Childhood Education and Development
- Education and Critical Thinking Development
- Mind wandering and attention
- Emotional Intelligence and Performance
- Innovative Teaching and Learning Methods
- Educational and Psychological Assessments
- Cognitive Abilities and Testing
- Teacher Education and Leadership Studies
- Educational Assessment and Improvement
- Innovative Teaching Methods
- Grit, Self-Efficacy, and Motivation
- Online and Blended Learning
- Psychological and Temporal Perspectives Research
- Education Systems and Policy
- Online Learning and Analytics
- Personality Traits and Psychology
- Communication in Education and Healthcare
- Creativity in Education and Neuroscience
- Behavioral Health and Interventions
- Psychological and Educational Research Studies
- Reflective Practices in Education
- Teacher Professional Development and Motivation
The Graduate Center, CUNY
2015-2025
Queens College, CUNY
2015-2025
City University of New York
2013-2025
Queens University of Charlotte
2014-2023
Educational Testing Service
2008-2014
CUNY School of Law
2013
The effects of feedback on performance and factors associated with it were examined in a large introductory psychology course. experiment involved college students (N = 464) working an essay examination under 3 conditions: no feedback, detailed that was perceived by participants to be provided the course instructor, computer generated. Additionally, these conditions crossed grade (receiving numerical or not) praise statement not). task consideration single-question administered at beginning...
Background. Chronotype refers to individuals’ preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related a number of academic outcomes. Aims. The main goal the study was investigate incremental validity chronotype as predictor achievement after controlling traditional predictors. In so doing, further aim ongoing validation questionnaire, Lark‐Owl Indicator. Sample. sample comprised 272 students attending 9th 10th grades at five German high...
Whereas situational judgment tests (SJTs) have traditionally been conceptualized as low-fidelity simulations with an emphasis on contextualized situation descriptions and context-dependent knowledge, a recent perspective views SJTs measures of more general domain (context-independent) knowledge. In the current research, we contrasted these 2 perspectives in 3 studies by removing (i.e., item stems) from SJTs. Across studies, traditional SJT was not supported for between 43% 71% items because...
Two multivariate studies examined the applicability of theory planned behavior in gauging students' attitudes toward mathematics, as well predictive power mathematics explaining grades mathematics. Middle-school students from United States (N = 382) and Belarus 339) participated. Confirmatory factor analysis supported viability for both samples. The analyses revealed that between 25% 32% variance could be explained by components. In fact, 17% variation test over above effects ability scores....
Abstract This article concerns how noncognitive constructs—personality and motivation—can be assessed developed to increase students' readiness for college. We propose a general framework account personality motivational differences between students. review numerous studies showing that factors are related educational outcomes, from early childhood adulthood. discuss various methods assessing factors, ranging self‐assessments performance tests. consider data motivation change over time find...
This study investigated whether there is a discrepancy pertaining to trait and state academic emotions self-concept of ability moderates this discrepancy. A total 225 secondary school students from two different countries enrolled in grades 8 11 (German sample; n = 94) grade 9 (Swiss 131) participated. Students’ enjoyment, pride, anger, anxiety mathematics were assessed with self-report questionnaire, whereas assess their experience-sampling method was employed. The results revealed that...
Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role control and value appraisals in relations between students’ perceptions teaching their academic emotions. To account for highly fluctuating dynamic nature used experience sampling method complemented within-person mediation analyses. In 2 studies, n = 122 (Study 1) 149 2) high school students reported on real-time characteristics (grouped into two second-order factors: supportive...