Dr. John Mark Froiland

John FroilandJohn Mark Froiland, Ph.D., is an assistant professor in the Department of School Psychology at the University of Northern Colorado. Dr. Froiland earned his Ph.D. at Michigan State University, where he developed expertise in promoting intrinsic motivation and positive behavior. Dr. Froiland practiced as a school psychologist for 5 years, specializing in preventive problem-solving consultation and strategic interventions for improving learning and behavior. Prior to joining the faculty at the University of Northern Colorado, Dr. Froiland was an Institute of Education Sciences Postdoctoral Fellow for two years in the Department of Human Development and Family Studies, College of Health and Human Sciences at Purdue University. His research interests include community supports for parent involvement and early childhood development, as well as helping parents to support children’s intrinsic motivation. Dr. Froiland has provided several full day APA approved problem-solving seminars for psychologists. He is also an Associate Editor with School Psychology International (London: Sage) and he is on the editorial board of Educational Psychology, published by Taylor and Francis.

Vita

Selected Recent Publications

  • Froiland , J. M. & Davison, M. L. (2013). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education. Advance online publication. doi:10.1007/s11218-013-9237-3 http://link.springer.com/article/10.1007%2Fs11218-013-9237-3
  • Froiland, J. M. (2013). Parents' weekly descriptions of autonomy supportive communication: Promoting children's motivation to learn and positive emotions. Journal of Child and Family Studies. Advance online publication. http://link.springer.com/article/10.1007/s10826-013-9819-x
  • Froiland, J. M., Powell, D. R., Diamond, K. E., & Son, S.-H. (2013). Neighborhood socioeconomic well-being, home literacy, and early literacy skills of at-risk preschoolers. Psychology in the Schools. Early View. doi:10.1002/pits.21711 http://onlinelibrary.wiley.com/doi/10.1002/pits.21711/abstract
  • Froiland, J. M. & Oros, E. (2013). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology. http://www.tandfonline.com/doi/full/10.1080/01443410.2013.822964
  • Froiland, J. M., Peterson, A., & Davison, M. L. (2013). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34, 33-50. http://spi.sagepub.com/content/34/1/33
  • Froiland, J. M., Powell, D. R., & Diamond, K. E. (2013). Relations among neighborhood social networks, home literacy environments, and children’s expressive vocabulary in suburban at-risk families. School Psychology International. Advance online publication. http://spi.sagepub.com/content/early/2013/08/30/0143034313500415.full.pdf+html
  • Froiland, J. M., Oros, E., Smith, L. & Hirchert, T. (2012).Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology, 16, 91-101.
  • Froiland, J. M. and Smith, L. (2012). Advancing the discussion about systematic behavioral observation, [Product Review of eCOVE Observation Software]. Journal of Attention Disorders. Advance online publication. http://jad.sagepub.com/content/early/2012/03/09/1087054712436585.full.pdf+html
  • Froiland, J. M. (2011). Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention. Child and Youth Care Forum, 40 (2), 135-149. http://www.springerlink.com/content/c801555417m37777/
  • Froiland, J. M. (2011). Response to Intervention as a vehicle for powerful mental health interventions in the schools. Contemporary School Psychology, 15, 35-42.
  • Froiland, J. M. (2011). Examining the effects of location, neighborhood social organization, and home literacy on early cognitive skills in the United States. International Journal of Psychology: A biopsychosocial approach, 9, 29-42.
  • Froiland, J.M. (2010). A developmental, educational, and school psychologist: How the late Jere Brophy’s integrative approach to children¹s motivation to learn can inform school-based practice. The School Psychologist, 64 (3), 22-26.
  • Powell, D. R., Son, S-H., File, N. & Froiland, J. M. (2012).  Changes in parent involvement across the transition from public school prekindergarten to first grade and children’s academic outcomes. The Elementary School Journal, 113 (2), 276-300. http://www.jstor.org/stable/10.1086/667726
  • Froiland, J. M. (2013). Parent educational expectations. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 569-570). Thousand Oaks, CA: Sage Publications.
  • Froiland, J. M. (2013). Neighborhood effects. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 507-509). Thousand Oaks, CA: Sage Publications.
  • Froiland, J. M. (2013). Homework. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 362-363). Thousand Oaks, CA: Sage Publications.

Contact Info

John M. Froiland, Ph.D.
Assistant Professor of School Psychology
Department of School Psychology
C.B. 131
University of Northern Colorado
Greeley, CO 80639
(970) 351-2819 (office)
(970) 351-2625 (fax)
john.froiland@unco.edu