Recent Publications from Our Graduate Students
(students in bold)
Dierenfeld, C. M. (2024). Unlocking fun: Accessing play to enhance secondary teachers' well-being. Teaching and Teacher Education, 142, 104523, https://doi.org/10.1016/j.tate.2024.104523 (under the supervision of Dr. Molly Jameson)
Azzarello, C. B., Miller, D. B., Sawyer, B. D., & Lewis, J. E. (2023, September). Format Readability Enhancing In Basic Mathematical Operations. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 67, No. 1, pp. 2248-2251). Sage CA: Los Angeles, CA: SAGE Publications.
Ben Salem, M., & Karlin, N. J. (2023). Dispositional mindfulness and positive mindset in emerging adult college students: The mediating role of decentering. Psychological Reports. 126(2), 601-619. https://doi.org/10.1177/00332941211061705
Kitchin, J. L., & Karlin, N. J. (2023). The social ecology of academic achievement: Modeling sources of protection. European Journal of Psychology of Education. doi:10.1007/s10212-023-00702-8
Manzanares, A. D., Anderson, S. W., & Pugh, K. J. (2023). College students’ prior knowledge and alternative conceptions regarding minerals. Journal of Geoscience Education, Advance online publication. https://doi.org/10.1080/10899995.2023.2205990
Pugh, K. J., Bergstrom, C. M., Phillips, M. M., Sexton, J. M., Olson, C., & Riggs, E. M. (2023). Perceived connection to instructor and instructor passion as predictors of transformative experiences in science. Education Sciences, 13(5), 526. https://doi.org/10.3390/educsci13050526
Pugh, K. J., Kriescher, D. P. J., Tocco, A. J., Olson, C., Bergstrom, C. M., Younis, M., & BenSalem, M. (2023). The Seeing Science project: Using design-based research to develop a transformative experience intervention. Journal of Science Education and Technology, 32, 338-354. https://doi.org/10.1007/s10956-023-10031-6
Cropp, S., Pugh, K. J., Bergstrom, C. M., & Kriescher, D. (2022). Seeing science: Using mobile technology to make learning transformative. Journal of Computers in Math and Science Teaching, 41(2), 85-108.
Karlin, N. J., Weil, J., & Monroe, K. (2022). Experiences of Service Providers Working with Older Adults During the COVID-19 Pandemic. Journal of Loss and Trauma: International Perspectives on Stress & Coping, 27, 495-515. doi: 10.1080/15325024.2021.2009267
Kitchin, J. L., & Karlin, N. J. (2022). Awareness and stigma of autism spectrum disorders in undergraduate students. Psychological Reports, 125(4), 2069-2087. Online first in 2021 https://doi.org/10.1177/00332941211014144
Paek, S. H., Pierce, R., & Romero, E. (2022). K.H. Kim: Seeing Further by Standing on the Shoulders of "Giants," Her Parents, Mentors, and Friends. Reisman, F. (Eds.). Celebrating Giants and Trailblazers: A-Z of Who’s Who in Creativity Research and Related Fields. Austin, TX: American Creativity Association.
Weil, J., Karlin, N. J., & Monroe, K. (2022). Developing a conceptual model with policy implications to better support healthcare providers working with older adults during a pandemic: An interpretive descriptive qualitative study. Journal of Applied Gerontology, 42(5), 832-841. doi: 10.1177/07334648221143603
Woody, W. D., Gretz, D., LaFary, K., & Rosenblum, C. (2022). (Un)Ethical Consequences: How Psychology’s Cold War Defense of Military Personnel Led to Enhanced Interrogation Techniques in the War on Terror. American Psychologist. doi: 10.1037/amp0000761
Azzarello, C. B., Arakawa, L., Edi, D., Sutton, M., & Larkins, R. (2021). Perceived Life-Readiness from Real-World Curriculum Experiences of Alumni. International Journal of Higher Education, 10(6), 33-44.
Pugh, K. J., Bergstrom, C. M., Olson, C., & Kriescher, D. (2021). Transformative experience: A motivational perspective on transfer. In C. Hohensee & J. Lobato (Eds.), Transfer of Learning: Progressive perspectives for mathematics education and related fields (pp. 297-314). Cham, CH: Springer.
Pugh, K. J., Paek, S. H., Phillips, M. M., Sexton, J. M., Bergstrom, C. M., Flores, S. D., & Riggs, E. M. (2021). Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors. Journal of Research in Science Teaching, Advance online publication, 1-30. doi:10.1002/tea.21680
Pugh, K. J., Engle-Newman, C., Cropp, S., & Younis, M. (2020). Transformative learning within cultural spaces: Transformative experience interventions through the lens of culturally relevant pedagogy. In G. A. D. Liem & D. M. McInerney (Eds.), Promoting motivation and learning in contexts: Sociocultural perspectives on educational interventions (pp. 173-200). Information Age.
Pugh, K., Kriescher, D., Cropp, S., & Younis, M. (2020). Philosophical groundings for a theory of transformative experience. Educational Theory, 70(5), 539-560. doi:10.1111/edth.12443
Tocco, A. J., Jameson, M. M., McCartin, L. F., & Darling, R. (2021). Developing and practicing pedagogical metacognition within higher education learning communities. Learning Communities Journal, 13, 105-128.
Woody, W. D., Payne, J. W., LaFary, K., Gretz, D., & Rosenblum, C. (2020). Investigating Coercion, Abuse, and Manipulation: Recognizing the Legacy of the Cold War. International Journal of Coercion, Abuse, and Manipulation, 1, 1-16.
Pugh, K. J., Paek, S. H., Phillips, M. M., Sexton, J. M., Bergstrom, C. M., Flores, S. D., & Riggs, E. M. (2021). Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors. Journal of Research in Science Teaching, Advance online publication, 1-30. doi:10.1002/tea.21680
Pugh, K. J., Engle-Newman, C., Cropp, S., & Younis, M. (2020). Transformative learning within cultural spaces: Transformative experience interventions through the lens of culturally relevant pedagogy. In G. A. D. Liem & D. M. McInerney (Eds.), Promoting motivation and learning in contexts: Sociocultural perspectives on educational interventions (pp. 173-200). Information Age.
Karlin, N. J., Weil, J., & Ben Salem, M. (2019). Social Support, Retirement Resources, and the Gendered Experiences of Aging for Tunisian Older Adults. Journal of Gerontological Social Work, 62(5), 564-577. https://doi.org/10.1080/01634372.2019.1610132
Moore, S. M., Peterson, E., & Welsh, M. C. (2019). The Effects of Acute Yoga Versus Aerobic Exercise on Executive Function. North American Journal of Psychology, 21, 253-270.
Moore, S. M., Welsh, M. C., & Peterson, E. (2019). History of Childhood Maltreatment: Associations with Aggression and College Outcomes. Journal of Maltreatment, Aggression and Trauma, Advance online publication. https://doi.org/10.1080/10926771.2019.1637989.
Pugh, K. J., Bergstrom, C. M., Wilson, L., Geiger, S., Goldman, J., Heddy, B. C., Cropp, S., & Kriescher, D. (2019). Transformative experience: A critical review and investigation of individual factors. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology: An International compendium of theory, research, practice, and policy (pp. 1-36). Cham, CH: Springer. https://doi.org/10.1007/978-3-319-17727-4_155-1
Sammons, K., Weil, J., Karlin, N. J., & Watabe, A. (2019). Interviewer effect and context when conducting qualitative interviews with older persons in contemporary Japan. SAGE Research Methods Cases, 28, 435-451. https://doi:10.4135/9781526477699
Anderson, S. W., & Manzanares, A. (2018). Initial knowledge of college-level introductory geology students in the United States. Terrae Didatica, 14(3), 326-329. http://www.ige.unicamp.br/terraedidatica
Karlin, N. J., & Ben Salem, M., & Weil, J. (2018). Aging in Tunisia. The Gerontologist. 58(6), 1004-1008. https://doi.org/10.1093/geront/gny125
Nyline, B., Softas-Nall, B., Peterson, E., Peake, M., & Jersin Woods, C. (2018). Inaccuracies in Facial Recognition of Fear and Sadness for Male Domestic Violence Offenders. Journal of Social Sciences, 6, 37- 51.
Welsh, M. C., Gorman Barry, P., Jacobs, A., & Beddes, L. (2018). Homeless Men Living in Transitional Housing: The BrainWise Curriculum and Improvements in Executive Functions and Coping Self-Efficacy. Sage Open, 8, 1-13.
Machlev, M., & Karlin, N. J. (2017). The relationship between instructor use for different types of humor and student interest in course material. College Teaching, 65(4), 192-200. http://dx.doi.org/10.1080/87567555.2017.1333080
Pugh, K. J., Bergstrom, C. M.,& Spencer, B. (2017). Profiles of transformative engagement: Identification, description, and relation to learning and instruction. Science Education, 101, 369-398. https://doi.org/10.1002/sce.21270
Pugh, K. J., Bergstrom, C. R., Heddy, B. C., & Krob, K. E. (2017). Supporting deep engagement: The Teaching for Transformative Experience in Science (TTES) Model. Journal of Experimental Education, 85, 629-657. https://doi.org/10.1080/00220973.2016.1277333
Bergstrom, C., Pugh, K. J., Phillips, M., & Machlev, M. (2016). Effects of problem-based learning on recognition learning and transfer accounting for GPA and goal orientation. Journal of Experimental Education, 84, 764-786. https://doi.org/10.1080/00220973.2015.1083521
Diaz, A., Cochran, K., & Karlin, N. J. (2016). The influence of teacher power on English language learners’ self-perceptions of learner empowerment. College Teaching, 64(4), 158-167. https://doi.org/10.1080/87567555.2015.1126801
Karlin, N. J., Weil, J., & Felmban, W. (2016). Aging in Saudi Arabia: An exploratory study of contemporary older persons’ views about daily life, health, and the experience of aging. Gerontology and Geriatric Medicine, 2, 1-9. http://doi.org:10.1177/2333721415623911
Machlev, M., & Karlin, N. J. (September, 2016). Understanding the relationship between different types of instructional humor and student learning. SAGE Open,6(3), 1-9. https://doi.org/10.1177/2158244016670200
Baker, C., Peterson, E., Pulos, S., & Kirkland, R. (2014). A meta-analysis examining the relationship between IQ and the Eyes Test performance. Intelligence, 44, 78 – 92.
Karlin, N. J., Weil, J., Pupanead, S.,* Saratapun, N., & Kgosidialwa, K. (2014). Etic and emic perspectives on aging: Italy, Thailand, Botswana, and the United States. Ageing International, 39(4), 348-368. https://doi.org/10.1007/s12126-014-9198-7
Kirkland, R., Peterson, E., Baker, C., Miller, S., & Pulos, S. (2013). Meta-analysis reveals female superiority in the “Reading the Mind in the Eyes Test.” North American Journal of Psychology, 15(1), 121 – 146.
Shillingford, S., & Karlin, N. J. (2013). Preservice teachers’ self-efficacy and knowledge of emotional behavioral disorders. Emotional and Behavioural Difficulties, 19(2), 176-194. https://doi.org/10.1080/13632752.2013.840958.
Shillingford, S., & Karlin, N. J. (2013). The role of intrinsic motivation in nontraditional students academic pursuits. New Horizons in Adult Education and Human Resource Development. 25(3), 91-102. https://doi.org/10.1002/nha3.20033
Welsh, M.C., & Wilson-Schmitt, S. (2013). Executive function, identity and career decision making in college students. Sage Open, 3, 1-9.
Peterson, E., & Miller, S. M. (2012). The Eyes Test as a measure of individual differences: How much of the variance reflects Verbal IQ rather than social cognition? Frontiers in Psychology, 1 – 6.
Wilson-Schmitt, S., & Welsh, M. C. (2012). Vocational knowledge in rural children: A study of individual differences and predictors of occupational aspirations and expectations. Learning and Individual Differences, 22, 862-867.
Kirkland, R. A., Karlin, N. J., Stellino, M., & Pulos, S. (2011). Basic psychological needs satisfaction, motivation, and exercise in older adults. Activities, Adaptation, and Aging, 35(3), 181-196.
Salnaitis, C. L., Baker, C. A., Holland, J., & Welsh, M. C. (2011). Differentiating Tower of Hanoi performance: Interactive effects of psychopathic tendencies, impulsive response styles, and modality. Applied Neuropsychology, 18, 37-46.
Ketelson, K., & Welsh, M.C. (2010). Working Memory and Mental Arithmetic: A Case for Dual Central Executive Resources. Brain and Cognition, 74, 203-209.
