Mike Yough | Oklahoma State University (original) (raw)

Papers by Mike Yough

Learning Environments Research, 2023

Positive perceptions of the school social environment have been found to be associated with a hos... more Positive perceptions of the school social environment have been found to be associated with a host of positive outcomes. However, English language learners (ELL) might be less likely to have positive perceptions of their school environment or a strong sense of school belonging compared with their fluent English-speaking peers. The purpose of the present study was to examine predictors of 10th-grade ELL students' perceptions of the school and students' perceptions of their relationships with their teachers. Student characteristics such as their level of English ability and school characteristics such as the demographics of the student and teacher populations at the school, as well as policies and opportunities afforded by the environment, were also considered. ELLs had lower positive perceptions of school climate, but higher positive perceptions of teacher-student relationships than their peers. English proficiency predicted positive perceptions of school climate, but was not significantly related to teacher-student relationships. In turn, perceptions of school climate were important contributors in explaining reading scores for ELLs after taking language proficiency into account, while teacher-student relationships were a significant factor in predicting GPA. Implications are discussed.

Educational and Developmental Psychologist, 2022

Objective: Being skilled in the development and use of assessments is crucial if teachers are to ... more Objective: Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers' understanding of foundational concepts of assessment. Method: Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results: Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions: Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students. KEY POINTS What is already known about this topic: (1) Epistemic beliefs play a role in what is learned. (2) Epistemic beliefs are associated with metacognitive strategy use, reasoning skills, critical thinking skills, creativity, and motivation. (3) Assessment practices can shape students' beliefs about the nature of knowledge. What this study adds: (1) A mixed-methods examination of epistemic beliefs in teacher education. (2) Quantitative results reveal epistemic beliefs significantly contribute to the variance in preservice teachers learning of foundation concepts of assessment. (3) Qualitative results reveal students with more epistemic beliefs are more likely to make connections between coursework and field experiences.

Educational Psychologist, 2010

In this article, we examine the relations of value-added models of measuring academic achievement... more In this article, we examine the relations of value-added models of measuring academic achievement to student motivation. Using an achievement goal orientation theory perspective, we argue that value-added models, which focus on the progress of individual students over time, are more closely aligned with research on student motivation than are more traditional approaches to measuring achievement in a high-stakes testing environment. Although differing approaches to value-added assessment have been proposed, the core elements of the models are similar. We propose that the assessment data provided by value-added models has the potential to positively affect academic motivation, particularly when viewed through the lens of goal orientation theory. The assessment of student learning has always been a prominent policy issue in the field of education, but has become particularly important in recent years (Ercikan, 2006). The relatively recent rise in discussions of assessment is often attributed to the implementation of the No Child Left Behind (NCLB) legislation (Bourque, 2005). In today's era of high-stakes testing and accountability, students' and schools' performance on standardized tests determine how schools are rewarded and remediated; however, results of such assessments also guide educators in subsequent curricular and policy decisions. The relation of these assessments to student motivation is an important issue. Numerous motivation theories have been used to critically examine the relations between assessment and motivation (e.g., E. M. Anderman & L.H. Anderman, 2010; Brookhart, Walsh, & Zientarski, 2006). Whereas the motivational implications of different approaches to assessment are implied in most theories of achievement motivation, some theories address issues of assessment more explicitly than others. We argue that goal orientation theory is an appropriate theoretical framework for the study of assessment and motivation. In goal orientation theory, motivation is conceptualized

Excellence in Higher Education, 2014

The present study utilized consensual qualitative research (Hill 2012) to investigate undergradua... more The present study utilized consensual qualitative research (Hill 2012) to investigate undergraduate students’ sense of belongingness to their university. The analysis revealed four broad domains: (1) valued group involvement, (2) meaningful personal relationships, (3) environmental factors, and (4) intrapersonal factors. Within these domains, six general categories and eight typical categories emerged. The results highlight the importance for students to have opportunities to meaningfully connect with other peers/faculty, the availability of a myriad of campus organizations and groups, and universities to foster an environment of diversity. Implications for higher education personnel as well as directions for future research are discussed.

Mid Western Educational Researcher, 2010

Students’ native language is a valuable resource in the English as a Second Language (ESL) classr... more Students’ native language is a valuable resource in the English as a Second Language (ESL) classroom. Use of native languages may increase a student’s sense of efficacy for learning English by: (a) facilitating vocabulary acquisition, (b) aiding learners in comprehension, (c) encouraging self-regulation, (d) making routines and explanations clear so as to direct attention and free up working for tasks in English, (e) modeling communication in environments where students may be reluctant to initiate conversation, and (f) setting the tone in situations where students have come to view English as exceedingly difficult.

Current Psychology, 2021

Many U.S. universities have committed to teaching topics of diversity as part of their core curri... more Many U.S. universities have committed to teaching topics of diversity as part of their core curriculum. The purpose of the present investigation is to identify faculty definitions of diversity and the perceived benefits, drawbacks, and barriers of incorporating diversity components in university level teaching. Few other studies have examined how higher education faculty subjectively define diversity or perceive the incorporation of diversity into the curriculum they are responsible for teaching. Instructors-of-record completed a survey asking how they defined diversity as well as the benefits, drawbacks, and barriers of incorporating diversity issues into their teaching. Results show what is meant by the term "diversity" is not cohesively communicated to faculty, and faculty need additional training to prepare them to teach about these issues. Further, data also show the need for institutional-level support for faculty via training, preparation, and providing time to ensure faculty can adequately carry out the university's directive in the courses they teach.

Journal of Language, Identity & Education, 2020

ESL environments are often spaces where the negotiation of responsibility for students may affect... more ESL environments are often spaces where the negotiation of responsibility for students may affect a teacher’s sense of responsibility in unique ways. Without a sense of responsibility to apply one’s competence, the impact on student learning will be minimal. The purpose of the present study was to identify factors that shape elementary ESL teachers’ sense of responsibility. Ten ESL teachers across four districts in two states participated in this phenomenological study. Findings indicate that sense of responsibility pertained to obtaining the necessary knowledge and skills to be effective with ELLs, student academic progress, and non-learning outcomes such as student well-being outside the classroom. This sense of responsibility is affected by the supports and obstacles in the environment and impacts the emotions teachers experience. These factors all shape the boundaries teachers create regarding their sense of responsibility. Implications are discussed.

International Journal of Educational Research, 2020

How students perceive assessments was found to be significantly associated with their desirable l... more How students perceive assessments was found to be significantly associated with their desirable learning experiences; therefore, there is a need to study how these beliefs about assessment are associated with other learning components. We examined the relationship between students' beliefs about assessment and the use of self-regulated learning strategies in second language learning. Participants were international undergraduate students who took a high-stakes standardized English proficiency exam. The results showed that students' adaptive beliefs about high-stakes assessment were significantly associated with the use of self-regulated learning strategies and knowledge transferability. Implications for the intervention of educators in students' developing adaptive beliefs about assessment in the learning process are discussed.

Educational and Child Psychology, 2019

Aim(s): Across two studies, we examine links between students’ perceptions of the role of contrib... more Aim(s): Across two studies, we examine links between students’ perceptions of the role of contributions to class discussions in helping them stand out, the importance they place on contributing, and the observed frequency of their attempts to contribute.

Method/rationale: We purposefully sampled pre-service teachers at a large university in the US. Two research assistants tracked pre-service teachers’ contribution attempts during in-class discussions. In study 1 (N = 164), mediational pathways were examined to understand whether and why students participated more during the semester when they perceived contributions as a means of standing out in class. In study 2 (N = 143), we administered a distinctiveness intervention to half of the participants at the beginning of the semester.

Findings: Results of the first study revealed that participants who believed contributing to class discussions was a means to stand out placed higher importance on contributing and made more contribution attempts. Results of the second study revealed that the distinctiveness intervention positively influenced the number of contribution attempts made during large-group discussions.

Limitations: We did not assess whether participants exposed to the distinctiveness intervention shifted in their perceptions of the importance of recognising diverse students’ voices in their future k-12 classrooms.

Conclusions: Findings support the proposition that a sense of belonging is not a passive, but rather
an active process. This study demonstrates that one vehicle for satisfying belonging and identity needs
is through contributions in the classroom.

Educational Considerations, 2019

The Teacher Educator, 2019

The primary objective of the current study was to examine the effects of an intervention to promo... more The primary objective of the current study was to examine the effects of an intervention to promote preservice teachers’ sense of efficacy for teaching English language learners (ELL). Participants were undergraduates enrolled in either a “non-intervention” or “intervention” section of an educational psychology course. Results revealed that those receiving the invention had a higher sense of efficacy for instructing ELL students than those who did not, but that participants in both groups had a higher sense of efficacy for students in general than for ELL students specifically.

This study investigated middle school students' beliefs about intelligence and differences in the... more This study investigated middle school students' beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes (n = 36) and one gifted class (n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed. Keywords perceptions of intelligence, perceptions of giftedness, beliefs about the development of intelligence, beliefs about the development of giftedness Students' beliefs about intelligence are of particular interest to researchers and educators because these beliefs impact students' achievement motivation (Dweck, 1986; Nicholls, 1990). Dweck's (1986, 2000) theory of implicit beliefs about intelligence, or

In teacher education, it is imperative that course design, method of instruction, and classroom p... more In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for SES and GPA between traditional and flipped sections of a foundational educational course (N=263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significant higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.

With the rise of Asian international students choosing to pursue higher education in the United S... more With the rise of Asian international students choosing to pursue higher education in the United States, research that identifies ways to promote Asian international students' sense of belonging on campus is needed. We used consensual qualitative research methodology to examine factors that contribute to university belonging in a sample of Asian international students (N = 11) from a large university in the Midwestern United States. Through data analysis, we identified 14 categories across five domains (i.e., Interpersonal Interactions, Experiences of Acculturation, Campus Environment, Emphasis on Academic Achievement, and Intrapersonal Factors) that contributed to university belonging. Our findings highlight the importance of within-group social connection, acculturative stress, and academic success on Asian international students' sense of university belonging. We discuss differences between Asian international and domestic students' sense of belonging as well as implications for counseling psychologists, including interventions at the individual and institutional levels.

Courses in teacher education programs are unique in that its structure sends messages to students... more Courses in teacher education programs are unique in that its structure sends messages to students about the nature of knowing and learning. Particularly, it is imperative that teacher educators structure their classes in a way that allow students to come away with a wider repertoire of epistemological beliefs about teaching and learning. Using Patrick and Pintrich’s (2001) model of conceptual change, we examined a redesign of one of two sections of a large educational psychology course during autumn of 2013.The redesign of the course moved the lectures online where students can explore their understanding by taking self-assessments and making contributions to discussion boards, resulting in the freeing up of class time to allow for a broader array of active learning strategies (e.g., case study analysis) in order to identify and challenge students’ epistemological beliefs, promote a deeper conceptual understanding of the material, and a greater exploration of what it means in their own classrooms. Results indicate that students engaging with the course congruent with its intended design experienced increased learning.

Excellence in Higher Education, 2014

The present study utilized consensual qualitative research (Hill 2012) to investigate undergradua... more The present study utilized consensual qualitative research (Hill 2012) to investigate undergraduate students' sense of belongingness to their university. The analysis revealed four broad domains: (1) valued group involvement, (2) meaningful personal relationships, (3) environmental factors, and (4) intrapersonal factors. Within these domains, six general categories and eight typical categories emerged. The results highlight the importance for students to have opportunities to meaningfully connect with other peers/faculty, the availability of a myriad of campus organizations and groups, and universities to foster an environment of diversity. Implications for higher education personnel as well as directions for future research are discussed.

The Journal of Humanistic Counseling, 2015

Youth experiencing discomfort in educational settings find it difficult to engage, often finding ... more Youth experiencing discomfort in educational settings find it difficult to engage, often finding themselves at risk for academic failure. The current study examined, through consensual qualitative research (CQR; Hill, 2012), the student’s perspective on their own educational needs; concluding humanistic counseling and educational tenets are strongly desired by youth at-risk.

Attribution theories of motivation refer to the causal explanations individuals provide for their... more Attribution theories of motivation refer to the causal explanations individuals provide for their success and failure-answers to the why questions regarding outcomes. Explanations, justifications, and excuses are all attributions. They address such questions as, "Did I do well on the test because I studied, or because it was easy?" "Did I fail because I was watching TV while preparing for the test, or because math is just not my subject?" The idea is that individuals create theories and seek meaning for the events that happen in their lives. Though these explanations occur after the fact, they play a role in motivation and future behavior as well as affective experiences. The attributions students make are strong predictors of behavior and motivation in achievement situations. Thus, they relate directly to how classrooms are managed and to how teachers help students make attributions that better ensure future success in school and beyond.

Learning Environments Research, 2023

Positive perceptions of the school social environment have been found to be associated with a hos... more Positive perceptions of the school social environment have been found to be associated with a host of positive outcomes. However, English language learners (ELL) might be less likely to have positive perceptions of their school environment or a strong sense of school belonging compared with their fluent English-speaking peers. The purpose of the present study was to examine predictors of 10th-grade ELL students' perceptions of the school and students' perceptions of their relationships with their teachers. Student characteristics such as their level of English ability and school characteristics such as the demographics of the student and teacher populations at the school, as well as policies and opportunities afforded by the environment, were also considered. ELLs had lower positive perceptions of school climate, but higher positive perceptions of teacher-student relationships than their peers. English proficiency predicted positive perceptions of school climate, but was not significantly related to teacher-student relationships. In turn, perceptions of school climate were important contributors in explaining reading scores for ELLs after taking language proficiency into account, while teacher-student relationships were a significant factor in predicting GPA. Implications are discussed.

Educational and Developmental Psychologist, 2022

Objective: Being skilled in the development and use of assessments is crucial if teachers are to ... more Objective: Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers' understanding of foundational concepts of assessment. Method: Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results: Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions: Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students. KEY POINTS What is already known about this topic: (1) Epistemic beliefs play a role in what is learned. (2) Epistemic beliefs are associated with metacognitive strategy use, reasoning skills, critical thinking skills, creativity, and motivation. (3) Assessment practices can shape students' beliefs about the nature of knowledge. What this study adds: (1) A mixed-methods examination of epistemic beliefs in teacher education. (2) Quantitative results reveal epistemic beliefs significantly contribute to the variance in preservice teachers learning of foundation concepts of assessment. (3) Qualitative results reveal students with more epistemic beliefs are more likely to make connections between coursework and field experiences.

Educational Psychologist, 2010

In this article, we examine the relations of value-added models of measuring academic achievement... more In this article, we examine the relations of value-added models of measuring academic achievement to student motivation. Using an achievement goal orientation theory perspective, we argue that value-added models, which focus on the progress of individual students over time, are more closely aligned with research on student motivation than are more traditional approaches to measuring achievement in a high-stakes testing environment. Although differing approaches to value-added assessment have been proposed, the core elements of the models are similar. We propose that the assessment data provided by value-added models has the potential to positively affect academic motivation, particularly when viewed through the lens of goal orientation theory. The assessment of student learning has always been a prominent policy issue in the field of education, but has become particularly important in recent years (Ercikan, 2006). The relatively recent rise in discussions of assessment is often attributed to the implementation of the No Child Left Behind (NCLB) legislation (Bourque, 2005). In today's era of high-stakes testing and accountability, students' and schools' performance on standardized tests determine how schools are rewarded and remediated; however, results of such assessments also guide educators in subsequent curricular and policy decisions. The relation of these assessments to student motivation is an important issue. Numerous motivation theories have been used to critically examine the relations between assessment and motivation (e.g., E. M. Anderman & L.H. Anderman, 2010; Brookhart, Walsh, & Zientarski, 2006). Whereas the motivational implications of different approaches to assessment are implied in most theories of achievement motivation, some theories address issues of assessment more explicitly than others. We argue that goal orientation theory is an appropriate theoretical framework for the study of assessment and motivation. In goal orientation theory, motivation is conceptualized

Excellence in Higher Education, 2014

The present study utilized consensual qualitative research (Hill 2012) to investigate undergradua... more The present study utilized consensual qualitative research (Hill 2012) to investigate undergraduate students’ sense of belongingness to their university. The analysis revealed four broad domains: (1) valued group involvement, (2) meaningful personal relationships, (3) environmental factors, and (4) intrapersonal factors. Within these domains, six general categories and eight typical categories emerged. The results highlight the importance for students to have opportunities to meaningfully connect with other peers/faculty, the availability of a myriad of campus organizations and groups, and universities to foster an environment of diversity. Implications for higher education personnel as well as directions for future research are discussed.

Mid Western Educational Researcher, 2010

Students’ native language is a valuable resource in the English as a Second Language (ESL) classr... more Students’ native language is a valuable resource in the English as a Second Language (ESL) classroom. Use of native languages may increase a student’s sense of efficacy for learning English by: (a) facilitating vocabulary acquisition, (b) aiding learners in comprehension, (c) encouraging self-regulation, (d) making routines and explanations clear so as to direct attention and free up working for tasks in English, (e) modeling communication in environments where students may be reluctant to initiate conversation, and (f) setting the tone in situations where students have come to view English as exceedingly difficult.

Current Psychology, 2021

Many U.S. universities have committed to teaching topics of diversity as part of their core curri... more Many U.S. universities have committed to teaching topics of diversity as part of their core curriculum. The purpose of the present investigation is to identify faculty definitions of diversity and the perceived benefits, drawbacks, and barriers of incorporating diversity components in university level teaching. Few other studies have examined how higher education faculty subjectively define diversity or perceive the incorporation of diversity into the curriculum they are responsible for teaching. Instructors-of-record completed a survey asking how they defined diversity as well as the benefits, drawbacks, and barriers of incorporating diversity issues into their teaching. Results show what is meant by the term "diversity" is not cohesively communicated to faculty, and faculty need additional training to prepare them to teach about these issues. Further, data also show the need for institutional-level support for faculty via training, preparation, and providing time to ensure faculty can adequately carry out the university's directive in the courses they teach.

Journal of Language, Identity & Education, 2020

ESL environments are often spaces where the negotiation of responsibility for students may affect... more ESL environments are often spaces where the negotiation of responsibility for students may affect a teacher’s sense of responsibility in unique ways. Without a sense of responsibility to apply one’s competence, the impact on student learning will be minimal. The purpose of the present study was to identify factors that shape elementary ESL teachers’ sense of responsibility. Ten ESL teachers across four districts in two states participated in this phenomenological study. Findings indicate that sense of responsibility pertained to obtaining the necessary knowledge and skills to be effective with ELLs, student academic progress, and non-learning outcomes such as student well-being outside the classroom. This sense of responsibility is affected by the supports and obstacles in the environment and impacts the emotions teachers experience. These factors all shape the boundaries teachers create regarding their sense of responsibility. Implications are discussed.

International Journal of Educational Research, 2020

How students perceive assessments was found to be significantly associated with their desirable l... more How students perceive assessments was found to be significantly associated with their desirable learning experiences; therefore, there is a need to study how these beliefs about assessment are associated with other learning components. We examined the relationship between students' beliefs about assessment and the use of self-regulated learning strategies in second language learning. Participants were international undergraduate students who took a high-stakes standardized English proficiency exam. The results showed that students' adaptive beliefs about high-stakes assessment were significantly associated with the use of self-regulated learning strategies and knowledge transferability. Implications for the intervention of educators in students' developing adaptive beliefs about assessment in the learning process are discussed.

Educational and Child Psychology, 2019

Aim(s): Across two studies, we examine links between students’ perceptions of the role of contrib... more Aim(s): Across two studies, we examine links between students’ perceptions of the role of contributions to class discussions in helping them stand out, the importance they place on contributing, and the observed frequency of their attempts to contribute.

Method/rationale: We purposefully sampled pre-service teachers at a large university in the US. Two research assistants tracked pre-service teachers’ contribution attempts during in-class discussions. In study 1 (N = 164), mediational pathways were examined to understand whether and why students participated more during the semester when they perceived contributions as a means of standing out in class. In study 2 (N = 143), we administered a distinctiveness intervention to half of the participants at the beginning of the semester.

Findings: Results of the first study revealed that participants who believed contributing to class discussions was a means to stand out placed higher importance on contributing and made more contribution attempts. Results of the second study revealed that the distinctiveness intervention positively influenced the number of contribution attempts made during large-group discussions.

Limitations: We did not assess whether participants exposed to the distinctiveness intervention shifted in their perceptions of the importance of recognising diverse students’ voices in their future k-12 classrooms.

Conclusions: Findings support the proposition that a sense of belonging is not a passive, but rather
an active process. This study demonstrates that one vehicle for satisfying belonging and identity needs
is through contributions in the classroom.

Educational Considerations, 2019

The Teacher Educator, 2019

The primary objective of the current study was to examine the effects of an intervention to promo... more The primary objective of the current study was to examine the effects of an intervention to promote preservice teachers’ sense of efficacy for teaching English language learners (ELL). Participants were undergraduates enrolled in either a “non-intervention” or “intervention” section of an educational psychology course. Results revealed that those receiving the invention had a higher sense of efficacy for instructing ELL students than those who did not, but that participants in both groups had a higher sense of efficacy for students in general than for ELL students specifically.

This study investigated middle school students' beliefs about intelligence and differences in the... more This study investigated middle school students' beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes (n = 36) and one gifted class (n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed. Keywords perceptions of intelligence, perceptions of giftedness, beliefs about the development of intelligence, beliefs about the development of giftedness Students' beliefs about intelligence are of particular interest to researchers and educators because these beliefs impact students' achievement motivation (Dweck, 1986; Nicholls, 1990). Dweck's (1986, 2000) theory of implicit beliefs about intelligence, or

In teacher education, it is imperative that course design, method of instruction, and classroom p... more In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for SES and GPA between traditional and flipped sections of a foundational educational course (N=263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significant higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.

With the rise of Asian international students choosing to pursue higher education in the United S... more With the rise of Asian international students choosing to pursue higher education in the United States, research that identifies ways to promote Asian international students' sense of belonging on campus is needed. We used consensual qualitative research methodology to examine factors that contribute to university belonging in a sample of Asian international students (N = 11) from a large university in the Midwestern United States. Through data analysis, we identified 14 categories across five domains (i.e., Interpersonal Interactions, Experiences of Acculturation, Campus Environment, Emphasis on Academic Achievement, and Intrapersonal Factors) that contributed to university belonging. Our findings highlight the importance of within-group social connection, acculturative stress, and academic success on Asian international students' sense of university belonging. We discuss differences between Asian international and domestic students' sense of belonging as well as implications for counseling psychologists, including interventions at the individual and institutional levels.

Courses in teacher education programs are unique in that its structure sends messages to students... more Courses in teacher education programs are unique in that its structure sends messages to students about the nature of knowing and learning. Particularly, it is imperative that teacher educators structure their classes in a way that allow students to come away with a wider repertoire of epistemological beliefs about teaching and learning. Using Patrick and Pintrich’s (2001) model of conceptual change, we examined a redesign of one of two sections of a large educational psychology course during autumn of 2013.The redesign of the course moved the lectures online where students can explore their understanding by taking self-assessments and making contributions to discussion boards, resulting in the freeing up of class time to allow for a broader array of active learning strategies (e.g., case study analysis) in order to identify and challenge students’ epistemological beliefs, promote a deeper conceptual understanding of the material, and a greater exploration of what it means in their own classrooms. Results indicate that students engaging with the course congruent with its intended design experienced increased learning.

Excellence in Higher Education, 2014

The present study utilized consensual qualitative research (Hill 2012) to investigate undergradua... more The present study utilized consensual qualitative research (Hill 2012) to investigate undergraduate students' sense of belongingness to their university. The analysis revealed four broad domains: (1) valued group involvement, (2) meaningful personal relationships, (3) environmental factors, and (4) intrapersonal factors. Within these domains, six general categories and eight typical categories emerged. The results highlight the importance for students to have opportunities to meaningfully connect with other peers/faculty, the availability of a myriad of campus organizations and groups, and universities to foster an environment of diversity. Implications for higher education personnel as well as directions for future research are discussed.

The Journal of Humanistic Counseling, 2015

Youth experiencing discomfort in educational settings find it difficult to engage, often finding ... more Youth experiencing discomfort in educational settings find it difficult to engage, often finding themselves at risk for academic failure. The current study examined, through consensual qualitative research (CQR; Hill, 2012), the student’s perspective on their own educational needs; concluding humanistic counseling and educational tenets are strongly desired by youth at-risk.

Attribution theories of motivation refer to the causal explanations individuals provide for their... more Attribution theories of motivation refer to the causal explanations individuals provide for their success and failure-answers to the why questions regarding outcomes. Explanations, justifications, and excuses are all attributions. They address such questions as, "Did I do well on the test because I studied, or because it was easy?" "Did I fail because I was watching TV while preparing for the test, or because math is just not my subject?" The idea is that individuals create theories and seek meaning for the events that happen in their lives. Though these explanations occur after the fact, they play a role in motivation and future behavior as well as affective experiences. The attributions students make are strong predictors of behavior and motivation in achievement situations. Thus, they relate directly to how classrooms are managed and to how teachers help students make attributions that better ensure future success in school and beyond.