Division 15 of APA Membership

Division 15 of APA is currently seeking new members. Membership is free for the first year, which is a great way for students and faculty to give the organization a try without any risk. There is also a new Graduate Student Ambassador Program, which is a wonderful opportunity for graduate students who are looking for opportunities to serve a professional organization.

 

Division 15 Benefits and Services:

  • Free digital subscription to Educational Psychologist (which has historically held one of the highest impact factors in the field),Newsletter for Educational Psychologists, and a weekly digest of top education headlines.
  • Access to Division 15’s job board, which lists dozens of openings from month to month.
  • Eligibility for faculty and students to share in thousands of dollars in annual grants.
  • Awards for outstanding dissertations, early career contributions, and career achievement, with corresponding featured sessions at the APA Convention.
  • Social events to network with both peers and luminaries—including our annual Doctoral Student Research seminar (in which grants are provided for selected doctoral students to attend the annual APA Convention)
  • Opportunities to present at the Annual APA Convention

*Please note that you do NOT need to be a general member of APA to become a member of Division 15. Thus, membership is truly free for the year ahead.*

Research Synthesis on the Effects of Negative Feedback on Intrinsic Motivation

Carlton Fong is currently updating a research synthesis on the effects of negative feedback on intrinsic motivation with Dr. Erika Patall. This team is interested in any and all experimental studies that report a relationship between negative feedback and any intrinsic motivation measure (interest, enjoyment, time spent on task, etc.) or examine differences in receiving negative feedback and positive feedback (praise) or no valence feedback (neutral) on intrinsic motivation. Note that they would be interested in studies that incorporated negative feedback even if it was not the central focus of the study (e.g., it was examined primarily as a moderator) as long as an effect size can be derived.

While Carlton is finding it quite easy to locate published studies, unpublished reports are much more difficult to find. If you have or know of any such studies and are willing to share them, Carlton would very much appreciate hearing from you. These types of documents include conference presentations, unpublished dissertations, or in press manuscripts. In particular, they are interested in studies that occurred after 2013, but all contributions are welcome.

For electronic copies, please send them to carlton.fong@utexas.edu. If you do not have an electronic copy of these materials and would like to be reimbursed for postage, please include a bill for postage and copying costs with your correspondence.

Paper materials may be sent to:
Carlton J. Fong
Department of Educational Administration
The University of Texas at Austin
1912 Speedway STOP D5400
Austin, TX 78712-1604

Note from Carlton: Although we can offer little more than our gratitude for your assistance, we will formally cite all viable data we receive in a comprehensive meta-analysis that is being updated for publication. Any information that you may be able to provide will be quite helpful for this study. I will send you a copy of our final report if you respond.

Ph.D. Specialization in Educational Psychology, University of South Florida

Accepting Applications Now!
Application Deadline: February 1, 2017

The Ph.D. Specialization in Educational Psychology is a mentorship model that prepares graduates to be researchers who apply the scientific method to real-world educational problems.

Primary goals are to:

  • Engage students in cutting-edge collaborative research
  • Provide a solid foundation that enables students to integrate theory, research, and practice and fosters a commitment to excellence in research and scholarship
  • Help students acquire a deep understanding of human development and learning for the preparation of future educational professionals in all contexts

Faculty Research Interests

  • Dr. Darlene DeMarie, Associate Professor: Memory development; children’s photography as a way to represent experiences; schools’ missions and achievement reflected in children’s photographs; early childhood curriculum, the impact of a preschool music program on children’s cognitive development, child care.
  • Dr. Sarah Kiefer, Associate Professor: Academic and social motivation, how it develops over time, and how it impacts early adolescents’ adjustment in elementary and middle school; the role of peers and contextual influences on adolescent motivation; help-seeking beliefs and behaviors in the classroom.
  • Dr. Lisa López, Associate Professor: Bilingual language and literacy development in young children; phonological awareness and cross-language transfer; school readiness development in young Latino children; parent involvement in young children’s education; cultural factors in the attitudes and expectations of immigrant parents towards education; home and classroom experiences on academic achievement in Head Start.
  • Dr. Tony Tan, Associate Professor: The post-adoption social and emotional adjustment of children adopted from China; the development of ethnic identity of Chinese adoptees.

Program website: http://www.coedu.usf.edu/main/departments/psf/EP/index.htm
Online application: http://www.grad.usf.edu/
Contact: Dr. Sarah Kiefer, edpsych@usf.edu, (813) 974-0155

Special issue on motivation devoted to Prof. Dr. Willy Lens

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Dr. Willy Lens

As you may know, Dr. Willy Lens’ unexpectedly passed away at the end of August 2014. As a way to honor him, we decided to devote a special issue and we are now very excited to announce the publication of this special issue devoted to our former advisor. This special issue is meant to show our respect Dr. Willy Lens’ intellectual contribution to the field of motivation psychology and his enthusiastic and devoted mentorship, which has spurred many of us to study motivation-related topics. The special issue opens with an overview paper, which highlights four emerging trends that characterize contemporary motivation psychology and that were central to Willy’s work. Subsequently, eight empirical papers, each fitting within one of these trends, are presented. The empirical contributions are grounded in diverse motivational frameworks, including self-determination theory, future time perspective theory, and achievement goal theory. The special issue closes with a tribute, discussing Willy’s personality, interests and way of being in the academic community.  Given that Psychologica Belgica is an open access journal, you can directly download the articles via http://www.psychologicabelgica.com/articles/. Many greetings, Thanasis Mouratidis & Maarten Vansteenkiste, guest-editors of the special issue.