Recent Publications from Our Graduate Students
(students in bold)
Pugh, K. J., Kriescher, D. P. J., Cropp, S., & Younis, M. (in press). Philosophical groundings for a theory of transformative experience. Educational Theory.
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
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
- Selected as #8 in the top 10 list of articles published during 2017 in Teaching and Learning. This article was also used as a key reading at the University of Colorado for a workshop in October 2019. https://www.colorado.edu/gtp/workshops-trainings/monday-workshop
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.