Research Affiliates

MimiBong

 

Mimi Bong, PhD, is a Professor of Educational Psychology and the Associate Director of bMRI (Brain and Motivation Research Institute) at Korea University in Seoul, Korea. Dr. Bong received her doctoral degree from the University of Southern California. Her research focuses on student motivation and learning with particular emphases on self-efficacy beliefs and achievement goals.

 

 

 

 

pbressoux

 

Pascal BressouxPhD, is a Professor at Pierre Mendès France University and the Director of the Laboratory of Educational Sciences at the University Pierre Mendes France and Grenoble IUFM. His research interests are school and teacher effects, teaching practices, and teachers’ judgments.

 

 

 

jasonchen

 

Jason A. Chen, PhD, is a postdoctoral fellow at the Harvard Graduate School of Education, where he is investigating the motivational affordances of using emerging technologies in mathematics classrooms. He received his Ph.D. in Educational Psychology from Emory University in 2010. His research focuses on adolescents’ beliefs about the malleability of their intellectual capacities (implicit theories of ability), the nature of knowledge and knowing (epistemic beliefs), and beliefs about one’s capabilities to learn or perform specific tasks (self-efficacy). In 2012-2013, Dr. Chen will be an assistant professor at the College of William and Mary.

 

 

gwenjoet

 

Gwénaëlle JoëtPhD, is a data analyst at Pierre Mendès France University in Grenoble, France. Her research focuses on self-efficacy, and specifically how self-efficacy of primary school students in the domains of mathematics and French changes over time.

 

 

 

 

Kennedy

 

Molly Kennedy, PhD, is an Assistant Professor of Materials Science and Engineering at Clemson University. She has a diverse research group consisting of graduate students, undergraduates, and also high school students who focus on the mechanical response of thin films and composites ranging from biological systems to traditional and flexible microelectronic systems. In addition to research, Dr. Kennedy is also dedicated to engineering education and runs the Research Experience for Undergraduates site “Interfaces and Surfaces: Exploring and Experiencing Science” (www.clemson.edu/coes/mse-reu) and is the faculty advisor of the Material Advantage undergraduate chapter. These activities allow her to excite young engineers about the possibilities within materials engineering. Dr. Kennedy received her doctoral degree from Washington State University.

 

klassen1

 

 

Robert KlassenPhD, is Professor of Educational Psychology at the University of Alberta.  Dr. Klassen has a Motivation Research Lab where he studies human motivation in diverse contexts, and specifically academic motivation of adolescents and motivation beliefs of teachers. In 2012-2013, Dr. Klassen will take a new appointment at the University of York.

 

 

 

Morris

 

David B. MorrisPhD, is an Assistant Professor in Educational Studies at St. Mary’s College of Maryland. He received his PhD from Emory University in 2010. His research focuses on teacher self-efficacy and its sources.

 

 

 

 

MichaelToland_cropped

 

Michael D. Toland, PhD, is an assistant professor in Educational Psychology at the University of Kentucky. He received his PhD from the University of Nebraska at Lincoln in 2008. His research is focused on three areas: 1) development, evaluation, and improvement of instruments using classical test theory, factor analytic models, and Item Response Theory; 2) application of Multilevel and Longitudinal Models; and 3) evaluation of measurement and statistical models using Monte Carlo simulation studies.

 

 

 

 

Tonks

 

 

Stephen M. Tonks, PhD, is an Associate Professor of educational psychology in the College of Education at Northern Illinois University, where he teaches graduate and undergraduate courses in educational psychology and child and adolescent development. Dr. Tonks received his doctoral degree from the University of Maryland, and his current research focuses on reading motivation and engagement, the effects of high-stakes testing on student motivation, and Japanese students’ motivation.