Resume

• 2009

  Doctor of Philosophy (Ph.D.)

  Applied Psychology

  Southern Illinois University

  Carbondale

• 2005

  Bachelor of Science (B.S.)

  Psychology

  Missouri State University

• Courses

  Matlab

  Research

  Experimental Design

  SPSS

  SAS

  Public Speaking

  Statistics

  Academic Writing

  Higher Education

  College Teaching

  Program Evaluation

  Teaching

  Qualitative Research

  Editing

  Data Analysis

  Literature Reviews

  Academic Advising

  Instructional Design

  University Teaching

  Implicit Intelligence

  Self-Efficacy

  Effort Regulation and Academic Achievement.

  Meera Komarraju

  We examined motivational orientations

  cognitive–metacognitive strategies

  and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire

  Implicit Theories of Intelligence Scale

  Achievement Goal Inventory

  and self-reported grade point average. A MANCOVA (controlling for sex and age) indicated that low self-efficacy students tended to believe intelligence is innate and unchangeable and high self-efficacy students pursued mastery goals involving challenge and gaining new knowledge as well as performance goals involving good grades and outperforming others. Further

  hierarchical multiple regression analysis indicated that self-efficacy

  effort regulation

  and help-seeking predicted 18% of the variance in GPA. Interestingly

  effort regulation partially mediated the relationship between self-efficacy and GPA. Overall

  self-efficacious students are able to achieve academically because they monitor and self-regulate their impulses and persist in the face of difficulties. We discuss implications of these findings for educators seeking to strengthen both self-efficacy and effort regulation towards increasing academic achievement.

  Implicit Intelligence

  Self-Efficacy

  Effort Regulation and Academic Achievement.

  Jane Swanson

  In two studies

  we assessed the effectiveness of a Careers in Psychology course in increasing students’ career decision self-efficacy

  and the role of increased career decision self-efficacy in predicting motivation as well as course

  and major satisfaction. Students completed assignments involving career self-exploration

  planning future semesters

  resume creation

  job search

  interviewing a professional in the field

  exploring subfields

  visiting a research lab

  and internship opportunities. In Study 1

  paired-sample t-tests for 79 students revealed significant increases in career decision self-efficacy. In Study 2

  at pretest and post-test

  226 students completed measures of career decision self-efficacy

  self-determined motivation

  career information

  course

  and major satisfaction. Regression analyses indicated that career self-efficacy explained significant variance in self-determined motivation

  course

  and major satisfaction. Further

  perceived gains in career information mediated the relationship between increased career self-efficacy and three outcomes: self-determined motivation

  course

  and major satisfaction. Finally

  assignments providing concrete professional experiences predicted increases in career self-efficacy.

  Increased Career Self-Efficacy Predicts College Students' Motivation

  and Course and Major Satisfaction

  Dustin

  Nadler

  Maryville University

  Southern Illinois University Edwardsville

  Lindenwood University

  Southern Illinois University

  Applied Research Consultants (ARC)

  Maryville University

  Adjunct Professor

  Teach and research in the realm of Social and I/O Psychology.

  Southern Illinois University Edwardsville

  Graduate Student Instructor

  Southern Illinois University

  Lindenwood University

  St. Charles

  MO & Belleville

  IL

  Teach and research in the realm of Social and I/O Psychology.

  Adjunct Professor

  As an ARC associate

  I led or was an associate on a variety of consulting projects

  working for companies such as The National Center for State Courts

  Illinois Board of Higher Education

  and SHL-PreVisor.

  Applied Research Consultants (ARC)

  Adjunct Professor

  Maryville University