Education and Behavioral Sciences
Ph.D. - Ball State University, Indiana, USA
M.S. - Ball State University, Indiana, USA
B.A. (Hons) - Indiana State University, Indiana, USA
Molly Jameson joined the University of Northern Colorado in 2015. After earning her Ph.D., she earned tenure and promotion at a university in Ohio before joining the faculty at UNC. Dr. Jameson joined UNC to focus on both high-quality pedagogy and teacher training from k-12 through higher education and meaningful scholarship. She has held several leadership positions throughout her career, including Assessment Coordinator, Faculty Senator, College Assessment Chair, and Faculty Assessment Fellow.
Dr. Jameson is internationally known for her original research on the study of math anxiety in elementary students and adult learners. She published the first developmentally-appropriate scale to assess math anxiety in primary grades students, has presented at national and international conferences, and regularly assists teachers and parents of highly math anxious students in ways to improve their students’ math performance and confidence. Her research was been featured in Education Week, and her scale is in use at public elementary schools and research in the U.S. and internationally; it has also been translated to several languages including Filipino, Mandarin, Portuguese, Spanish, and Turkish.
Dr. Jameson is a member of several professional organizations, including the American Education Research Association, Association for Psychological Science, Society for the Teaching of Psychology, and European Society for Cognitive Psychology. She is a member of the editorial review boards for the journals Psychology in the Schools and Educational Psychology.
Dr. Jameson has taught a range of undergraduate and graduate classes, including Educational Psychology for Elementary Teachers, Principles of Learning, Tests and Measurement, Educational Assessment, and Learning & Instruction. She has also taught varied seminar courses on topics such as Social/Emotional Learning, Language of Anxiety, and Personality Theories and Learning.
Her research focuses on understanding the development of math anxiety in two groups of students at opposite ends of the educational spectrum: primary grades students and adult learners. Dr. Jameson’s research focuses on exploring several specific components of math anxiety within these populations:
Additionally, Dr. Jameson serves as a methodological and statistical consultant to her peers and colleagues.
Main Research Line (in reverse chronological order):
Jameson, M.M. (2020). Time, time, time: Perceptions of the causes of mathematics anxiety in highly maths anxious female adult learners. Adult Education Quarterly, 70. https://doi.org/10.1177/0741713619896324
Kandemir, M., Jameson, M.M., & Palestro, J.J. (2016). Translating the Children’s Anxiety in Math Scale to Turkish for use with Turkish children. British Journal of Education, Society, and Behavioral Science, 15, 1-10. https://do.org/10.9734/BJESBS/2016/24496
Jameson, M.M. & Fusco, B.R. (2014). Math anxiety, math self-efficacy, and math self-concept in adult learners compared to traditional undergraduate students. Adult Education Quarterly, 64, 306-322. https://doi.org/10.1177/0741713614541461
Jameson, M.M. (2013). Contextual factors related to math anxiety in second grade children. Journal of Experimental Education, 82, 518-536. https://doi.org/10.1080/00220973.2013.813367
Jameson, M.M. (2013). Development and validation of the Children’s Anxiety in Math Scale. Journal of Psychoeducational Assessment, 31, 391-395. https://doi.org/10.1177/0734282912470131
Jameson, M.M. (2010). Math Anxiety: Theoretical Perspectives on Potential Influences and Outcomes. In J.C. Cassady (Ed.). Anxiety in Schools: The Causes, Consequences, and Solutions for Academic Anxieties. (pp. 45-58) New York: Peter Lang.
Consultation Research Line (in reverse chronological order):
Turel, T., Jameson, M.M., et al. (2018). Disordered eating: Influence of body image, sociocultural attitudes, appearance anxiety, and depression—a focus on college males and a gender comparison. Cogent Psychology, 5: 1438062. https://doi.org/10.1080/23311908.2078.1483062
Allen, M.T., Jameson, M.M., & Myers, C.E. (2017). Beyond behavioral inhibition: A computer avatar task designed to assess behavioral inhibition extends to harm avoidance. Frontiers in Psychology: Personality and Social Psychology. https://doi.org/10.3389/fpsyg.2017.01560
Welsh, M., Peterson, E., & Jameson, M.M. (2017). College students with a history of child maltreatment and academic outcomes: The mediating role of executive functions. Frontiers in Psychology, 8.https://doi.org/10.3389/fpsyq.2017.01091
Gitimu, P.N., Jameson, M.M., et al. (2016). Appearance apprehensions, depression, and disordered eating among college females. Cogent Psychology, 3. https://doi.org/10.1080/23311908.2013.1196512
Jameson, M.M., Fuhrman, H., & Mower, D.S. (2015). A Portfolio Approach to Integrated Moral Sensitivity. In D.S. Mower, P. Vandenburg, & W.L. Robinson (Eds.). Developing Moral Sensitivity. (pp. 246-263). New York: Routledge.
ity. (pp. 246-263). New York: Routledge.
Read Dr. Jameson’s interview in Education Week by clicking here.
Listen to Dr. Jameson talk about her research on UNC Bear in Mind by clicking here.
Visit Dr. Jameson’s Educational Assessment 101 blog by clicking here.
2019, Sears-Helgoth Distinguished Teaching Award recipient: This annual award is given to one University of Northern Colorado faculty member each year for outstanding teaching in the classroom.
2015, Distinguished Teacher of the Year recipient: This annual award is given to several faculty each year at a former university for outstanding teaching in the classroom.
2015, Excellence in Education recipient: This annual recognition is given to faculty across the state of Ohio by the Ohio Senate for outstanding dedication and excellence in higher education teaching.