Thursday, August 24th, 2017

Dissemination


Publications

 

Lauermann, F., & Karabenick, S. A. (2013). The meaning and measure of teachers’ sense of responsibility for student outcomes. Teaching and Teacher Education, 30, 13-26.

Berger, J-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning & Instruction, 21(3),416–428.

Dever, B. V., & Karabenick, S. A. (2011). Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement. School Psychology Quarterly, 26(2), 131–144.

Domina, T., Conley, A. M, & Farkas, G. (2011). The link between educational expectations and effort in the college-for-all era. Sociology of Education, 84(2), 93–112.

Karabenick, S. A. (2011). Classroom and technology-supported help seeking: The need for converging research paradigms. Learning and Instruction, 21(2), 290–296.

Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self-regulated help seeking. New Directions for Teaching and Learning, 126(1), 33–43.

Lauermann, F., & Karabenick, S. A. (2011). Taking teacher responsibility into account(ability): Explicating its multiple components and theoretical status. Educational Psychologist, 46(2), 122–140.

Berger, J-L., & Karabenick, S. A. (2010). Motivation and students’ use of learning strategies: Evidence of unidirectional influences in mathematics classrooms. Learning & Instruction, 21(3), 416-428.

Karabenick, S. A. (2010). Classroom and technology-supported help seeking: The need for converging research paradigms. Learning and Instruction, 21(2), 290-296.

Koskey, L. K., Karabenick, S. A. Woolley, M. E., Bonney, C. R., & Dever, B. V. (2010). Cognitive validity of students’ self-reports of classroom mastery goal structure: What students are thinking and why it matters. Contemporary Educational Psychology, 35(4), 254–263.

Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647–671.

Zhang, L., Karabenick, S. A., Maruno, S., & Lauermann, F. (2010). Academic delay of gratification and children’s study time allocation as a function of proximity to consequential academic goals. Learning and Instruction, 21(1), 77-94.

Karabenick, S. A., Ammon, B., Blazevski, J., Conley, A., Friedel, J., Gilbert, M., & Musu, L (2009). Marty Maehr’s contributions to research in Pasteur’s Quadrant: The Mathematics and Science Partnership – Motivation Assessment Program. In A. Kaplan, S. A. Karabenick & E. V. De Groot (Eds.), Culture, self and motivation: Essays in honor of Martin L. Maehr (pp. 135-157). Charlotte, NC: Information Age Publishing.

Gilbert, M. C. & Musu, L. (2008). Using TARGETTS to create learning environments that support mathematical understanding and adaptive motivation. Teaching Children Mathematics, 15(3), 138-143.

Karabenick, S. A., Woolley, M. E., Friedel, J. M., Ammon, B. V., Blazevski, J., Bonney, C. R., DeGroot, E., Musu, L., Gilbert, M. C., Kempler, T. M., & Kelly, K. L. (2007). Cognitive processing of self-report items in educational research: Do they think what we mean? Educational Psychologist, 42(3), 139-151.

 

Conference Presentations

 

Kuusinen, C., Lauermann, F., & Karabenick, S. A. (2013, April). Teacher self-efficacy: Still an elusive construct. Presented at the annual meeting of American Educational Research Association, San Francisco.

Makara, K., & Karabenick, S. A. (2013, April). Adolescents’ academic help seeking with friend and non-friend peers. Presented at the annual meeting of American Educational Research Association, San Francisco.

Safavian, N., Conley, A., & Karabenick, S. A. (2013, April). Examining mathematics cost value among middle school youth. Presented at the annual meeting of American Educational Research Association, San Francisco.

Schenke, K., Conley, A., & Karabenick, S. A. (2013, April). Classroom influences on students’ help-seeking behavior. Presented at the annual meeting of American Educational Research Association, San Francisco.

Kuusinen, C., Lauermann, F., & Karabenick, S. A. (2012, August). Teacher self-efficacy: Still an elusive construct? Presented at the International Conference on Motivation, Frankfurt, Germany.

Lauermann, F., & Karabenick, S. A. (2012, August). Teacher responsibility and teacher emotions: Is responsibility a double-edged sword? Presented at the International Conference on Motivation, Frankfurt, Germany.

Makara, K. A., & Karabenick, S. A. (2012, August). High school students’ peer social networks, achievement goals, and academic achievement: Their relationships and predictive influence. Presented at the International Conference on Motivation, Frankfurt, Germany.

Tran, C., Conley, A. M., & Karabenick, S. A. (2012, August). How well do motivation and academic achievement predict course preferences? Presented at the International Conference on Motivation, Frankfurt, Germany.

Makara, K., & Karabenick, S. A., (2012, April). Exploring peer relationships, academic and social motivation, and achievement: A social network analysis approach. Presented at the annual meeting of American Educational Research Association, Vancouver, CA.

Zusho, A., Anthony, J., Clayton, K. E., Robertson, G., & Karabenick, S. A. (2012, April). A longitudinal analysis of high school students’ self-reported strategy use in math and English. Presented at the annual meeting of American Educational Research Association, Vancouver, CA.

Lauermann, F., & Karabenick, S. A. (2011, August). Beliefs about teaching: Motives for teaching, sense of responsibility and approaches to instruction. Presented at the European Association for Learning and Instruction, Exeter, UK.

Kumar, R., Karabenick, S. A., Seay, N., & Burgoon, J. (2011, April). Mastery and performance focused instructional practices: Teachers’ cultural frames of reference and cultural responsibility. Presented at the annual meeting of the American Education Research Association, New Orleans, Louisiana.

Lauermann, F., & Karabenick, S. A. (2011, April). Motivation to become a teacher, teacher responsibility, and implications for mastery and performance approaches to instruction. Presented at the annual meeting of the American Education Research Association, New Orleans, Louisiana.

Rutherford, T., Conley, A., & Karabenick, S. A. (2011, April). Achievement goal orientations and preference for competitive careers. Presented at the annual meeting of the American Education Research Association, New Orleans, Louisiana.

Rutherford, T., Conley, A. M., & Karabenick, S. A. (2011, April). Motivationally blessed? Motivation and achievement among gifted and propensity score matched comparison group. Presented at the biennial meeting of the Society for Research in Child Development, Montreal, CA.

Berger, J-L., & Karabenick, S. A. (2010, September). Expectancy-value and the use of learning strategies: Clarifying their longitudinal relations over a high school term. Presented at the 12th International Conference on Motivation, Porto, Portugal.

Lauermann, F., Karabenick, S. A., & Wosnitza, M. (2010, September). Teacher responsibility and teacher efficacy: Two faces of the same coin or two different coins? Presented at the 12th International Conference on Motivation, Porto, Portugal.

Kumar, R., Karabenick, S. A., Schieb, L., & Warnke, J. (2010, June). Arab-American male adolescents’ identity: role of proximal and distal contexts. Presented at Inaugural Conference of the Society for the Psychological Study of Ethnic Minority Issues (APA Division 45), Ann Arbor, MI.

Berger, J-L., & Karabenick, S.A. (2010, May). How valid are self-reports of metacognitive strategies? Answer form a cognitive validity perspective. Presented at the 4th Biennial Meeting of the EARLI Special Interest Group on Metacognition, Muenster, Germany.

Berger, J-L., & Karabenick, S. A. (2010, April). The complex influences of motivation on self-regulation in mathematics: evidence from a short-term longitudinal study. Presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Conley, A-M., Yoder, N., & Karabenick, S. A. (2010, April). Teachers’ motivational beliefs and instructional practices: A person-centered approach. Presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Dever, B., Karabenick, S. A. (2010, April). Cognitive validity of measures of teacher support: how do middle school students understand and interpret our measures. Presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Gillette, L., Lauermann, F., Conley, A., & Karabenick, S. A. (2010, April). When motivation does not translate into achievement: the case of English language learners. Presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Zhang, L., Karabenick, S. A., Maruno, S., & Lauermann, F. (2010, April). Delay of gratification, children’s study time allocation and proximity to consequential academic goals. Presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Ammon, B., & Karabenick, S. A. (2009, April). Model of classroom context, motivation, and math achievement across alternative and traditional school settings. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Musu, L. E., Gilbert, M. C., Woolley, M. E., Strutchens, M., Martin, G. W., & Karabenick, S. A. (2009, April). Effects of students’ perceptions of the classroom environment on their motivation and achievement in mathematics. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Musu, L. W., Chang, P. Werner, S., & Karabenick, S. A. (2008, August). Family involvement and student motivation: the role of student perceptions. Presented at the annual convention of the American Psychological Association, Boston, MA.

Musu, L. E., Ammon, B. V., Karabenick, S. A., & Friedel, J. (2008, March). Family and personal goal orientation among Latino students. Presented at the annual meeting of the American Educational Research Association, New York, NY.

Friedel, J., & Karabenick, S. A. (2008, March). Students’ perceptions of family involvement behaviors: Indicators of family achievement goal emphases, task values, and confidence beliefs in math. Presented at the annual meeting of the American Educational Research Association, New York, NY.

Fell, L., Ammon, B., & Karabenick, S. A. (2007, August). Exploring the effect of standards-based reforms on achievement level. Presented at the annual convention of the American Psychological Association, San Francisco, CA.

Musu, L., Mendez, C., Ammon, C., & Karabenick, S. A. (2007, April). Motivation to learn mathematics among students with limited English proficiency. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Conley, A., Karabenick, S., & Cortina, K. (2007, April). The development of motivation beliefs and their influence on school-related intentions. Presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Conley, A., Karabenick, S. A., & Blazevski, J. (2007, April). Classroom goal structures and adaptive patterns of student learning. Presented as part of a symposium entitled, “Classroom influences on motivation over time: Linking teacher, instruction and student motivation” at the annual meeting of the American Educational Research Association, Chicago, IL.

Martin, W. G., Strutchens, M. E., Gilbert, M. C., Karabenick, S. A., & Musu, L. (2007, March). Motivation and student achievement within the context of a systemic change. Presented at the research pre-session of the 2007 NCTM Annual Meeting and Exposition of the National Council of Teachers of Mathematics.

Gilbert, M., Strutchens, M. E., Martin, W. G., & Karabenick, S. A. (2007, January). Changing mathematics teachers’ beliefs and practices through the use of student data and ongoing professional development. Presented at the annual meeting of the AMTE, Irvine, CA.

Conley, A., Cortina, K., & Karabenick, S. (2006, July). The Development of motivation-related self beliefs and their influence on school-related intentions. Meeting of the 4th International Biennial SELF Research Conference. Ann Arbor, MI.

Conley, A. (2006, April). Construct validity issues in the measurement of motivation to learn. Presented at the biennial meeting of the Society for Research on Adolescence. San Francisco, CA.

Ammon, B., & Conley, A. (2006, April). Interest among at-risk student populations: The roles of teacher caring and press. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.

Woolley, M., & Gilbert, M. (2006, April). Student and teacher motivation related to students’ opportunity to learn mathematics: TEAM-Math findings across race, gender, and SES. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Karabenick, S. A. (2006, April). Cognitive validity and the construct validation of motivation-related assessments: What, why, and how. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco, CA. The following individual presentations were:

  • Karabenick, S. A. The role of cognitive validity in the construct validation of motivation-related assessment.
  • Friedel, J. M., & Woolley, M. E. Cognitive pretesting: A systematic approach to the establishment of cognitive validity.
  • Gilbert, M. C., & Kempler, T. M. Lessons learned from cognitive pretesting: Students’ perceptions of their teachers’ instructional practices.
  • Blazevski, J. L., DeGroot, E., & Friedel, J. M. Lessons learned from cognitive pretesting: Students’ sense of efficacy in mathematics.
  • Kelly, K. L., Bonney, C. R., & Ammon, B. V. Cognitive pretesting: A revealing look at students’ understanding about classroom goal structure.

 

Ammon, B., & Conley, A. (2006, April). Interest among at-risk student populations: The roles of teacher caring and press. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Ammon, B. Musu, L. Kamin, M. Sasota, J., & Conley, A. (2006, April). Ability grouping and teacher caring, fairness, & respect: How do students’ perceptions vary? Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Gilbert, M., Friedel, J., DeGroot, E., Karabenick, S., & Kaplan, A. (2006, January). Developing students’ motivation in mathematics: Effective strategies for use with teachers and their students. Presented at the annual meeting of the Association of Mathematics Teacher Educators, Tampa, FL.

Conley, A. M., & Karabenick, S. A. (2006). Construct validity issues in the measurement of motivation to learn. Presented at the biennial meeting of the Society for Research on Adolescence, San Francisco, CA.

Karabenick, S. A., & Wooley, M. E. (2006). The role of cognitive validity in the construct validation of motivation-related assessment. Presented at the 2006 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Hofer, B. K., & Karabenick, S. A. (2005, November). Assessing espoused and enacted beliefs of teachers: An interactive workshop on research in progress. Presented at the Inaugural Southwest Consortium for Innovations in Psychology in Education. Las Vegas, NV.

Ammon, B. V., Conley, A. M., & Karabenick, S. A. (2005, November). Interest among at-risk student populations: The roles of teacher caring and press. Presented at the Inaugural Southwest Consortium for Innovations in Psychology in Education Conference on Students Beliefs. Las Vegas, NV.

Conley, A., Karabenick, S. A., Blazevski, J., Friedel, J., & Pagni, D. (2005, September). Beyond achievement: Motivation-related evidence from a partnership between a targeted project (TASEL-M) and a RETA (MSP-MAP). Presented at the MSP Evaluation Summit, Minneapolis, MN.

-International-

 

Makara, K., Karabenick, S. A., & Kaplan, A. (2008, August). Motivational consequences of standardized testing. Presented at the International Conference on Motivation, Turku, Finland.

Ammon, B., DeGroot, E. V., & Karabenick, S. A. (2007, September). The influences of classroom context on educational resilience. Presented at the biennial meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary.

Karabenick, S. A., & Friedel, J. (2007, September). Perceived family support for learning, achievement goal emphases, and students’ achievement goal orientations. Presented at the biennial meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary.

Karabenick, S. A. (2006, September). Help seeking: Global process and socio-cultural barometer. Invited keynote address presented at the International Conference on Motivation. Landau, Germany.

Karabenick, S.A. (2006, July). Providing technical assistance: What it reveals about the state of motivation theory and assessment. Invited address presented at the 26th International Congress of Applied Psychology. Athens, Greece.

Karabenick, S. A., Zusho, A., & Kempler, T. (2005, August). Help seeking and perceived classroom context. Presented at the biennial meeting of the European Association for Research on Learning and Instruction. Nicosia, Cyprus.

Karabenick, S. A. (2005, April). Evidence-based motivation-related outcomes of mathematics improvement interventions: Collaborative adventures in Pasteur’s Quadrant. Symposium presented at the annual meeting of the American Educational Research Association, Montreal. The following individual presentations were:

  • Martin, W. G., & Strutchens, M. Transforming East Alabama Mathematics (TEAM-Math).
  • Maehr, M. L., & DeGroot, E. Tools for the evaluation of motivation-related outcomes of math and science instruction (MSP-MAP).
  • Friedel, J., & Blazevski, J. Measure development and customized technical assistance: A process analysis construct validity and initial findings: student and teacher motivation.
  • Gilbert, M., Woolley, M., & Conley, A. Construct validity and initial findings: student and teacher motivation.
  • Shannon, D. M. MSP evaluation outcomes assessment.
  • Karabenick, S. A. RETA-MSP collaboration, research, and the MSP network.

 

Technical Reports

 

Karabenick, S. A. (2007). Conducting cognitive interviewing: An overview of the interview and coding process. University of Michigan.


Dissertations

 

Conley, A. (2007). Patterns and pathways: A person-oriented approach to understanding students’ motivation to learn. Unpublished PhD dissertation, University of Michigan, Ann Arbor, MI.

Gilbert, M. C. (2007). Applying contemporary views of mathematical proficiency to the examination of the relationship of motivation and mathematics achievement. Unpublished PhD dissertation, University of Michigan, Ann Arbor, MI.

Blazevski, J. (2006). Teacher efficacy for supporting student motivation. Unpublished PhD dissertation, University of Michigan, Ann Arbor, MI.