M.S. Research

Sibley Lyndgaard (2020). Extending Models of Self-Regulated Learning to Working Adults: Implications for Online Advanced Skill Training.

Corey Tatel (2020). Real-World Task Performance: The Role of Abilities, Non-Ability Traits, and Proximal Variables

Justin Sabree (2018). The Effects of an Enhanced Goal Setting Strategy on Goal Progress and Well-being

Victor Ellingsen (2013).  Academic self-concept under typical and maximal environmental press

Samuel Posnock (2012). Determinants of Subjective Cognitive Fatigue in Everyday Problem-Solving

Matthew Betts (2012).  Occupational and General Future Time Perspectives’ Relationship with Work-Related Correlates

Matt Kerry (2012). Person and Professional Program Determinants of Health Provider Student Attitudes toward Inter-professional Teamwork

Erin Marie Conklin (2010). Procrastination: Misuse of self-regulatory resources may lead to fatigue

Julie Nguyen (2010). Predictors of Retirement and Coping in Response to Delayed Retirement

Charles Calderwood (2009). The Role of Trait Neuroticism in Predicting Subjective Fatigue States

Sunni Newton (2009). The Effects of Caffeine on Cognitive Fatigue

Min Young Kim (2008). The Relationship Between Risk-taking Judgment and Mood Regulation

Stacey Wolman (2005). The effects of biographical data on the prediction of domain knowledge

Mark Wolf (2004). Extraversion and intelligence: A meta-analytic investigation

Mary Boyle (2003). Personality and Interest Predictors of Academic Self-Concept

Kristy Bowen (2001). Gender differences in knowledge

Tracy Kantrowitz (2000). A meta-analytic review of personality-motivational antecedents of job search behavior and employment outcomes

Aileen Worden (2000). Goal orientation: Building a nomological network

Margaret Beier (1999). Knowledge structures in current events: The assessment of non-academic knowledge

*Anna Cianciolo (1997). Computerized assessment of psychomotor ability

*Amy Enrooth (1997). Individual differences in motivational skills: Preliminary evidence for two skill classes

*Kevin Field (1996). Effects of the form of feedback on performance, self-competency judgements, and affective reactions

*Eric Heggestad (1995). Conceptions of ability and self-efficacy: An analysis of their relation to performance in the context of procedural skill acquisition

*Eric Rolfhus (1995). Declarative knowledge structures: An examination of knowledge-ability relations

*Robert Goska (1994). An aptitude-treatment interaction approach to transfer: A test of Ackerman (1990)

*Todd Murtha (1994). Towards a taxonomy of psychological situations: An integrative situational-dispositional model of personality traits

*Caroline Cochran (1993). Procedural and distributive justice and perceptions of instructor performance: Students’ reactions to injustice in the classroom

*Maynard Goff (1992). Personality-intelligence relations: Assessing typical intellectual engagement

*Cherita McIntyre (1991). An investigation of the learning strategies and study habits of undergraduate achievers and underachievers