Curriculum Vitae Jeannine e turner October 23, 2018 General Information
Research and Original Creative Work
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Program of Research and/or Focus of Original Creative Work Emotions, Motivation, Self-Regulation of Students and Teachers. Publications Refereed Journal Articles Kirkwood-Tucker, T. F., Lyew, D., Turner, J. E., Rawls, E., & Bauer, K. (2018). The globalmindedness of graduating seniors by gender and ethnicity in six north Florida public high schools. Journal for Social Studies Research, 42(2), 149-170. doi:10.1016/j.jssr.2017.04.002 Lee, J., & Turner, J. E. (2018). Extensive knowledge integration strategies in pre-service teachers: The role of perceived instrumentality, motivation, and self-regulation. Educational Studies, 44(5), 505–520. doi:0.1080/03055698.2017.1382327 Pressley, T., Roehrig, A. D., & Turner, J. E. (2018). Elementary teachers' perceptions of a reformed teacher evaluation system. Teacher Educator, 53(1), 1–22. doi:10.1080/08878730.2017.1391362 Lee, J., & Turner, J. E. (2017). The role of pre-service teachers' perceived instrumentality, goal commitment, and motivation in their self-regulation strategies for learning in teacher education courses. Asia-Pacific Journal of Teacher Education, 45, 213–228. Retrieved from http://www.tandfonline.com/doi/full/10.1080/1359866X.2016.1210082 doi:10.1080/1359866X.2016.1210082 Torres, K. M., & Turner, J. E. (2016). Students' Foreign language anxiety and self-efficacy beliefs across different levels of university foreign language coursework. Journal of Spanish Language Teaching, 3, 57-73. doi:10.1080/23247797.2016.1163101 Lee, J., & Turner, J. E. (2015). A structural equation model of pre-service teachers' perceptions of future goals and current course-related motivation. Japanese Psychological Research, 57(3), 231–241. doi:10.1111/jpr.12082 Thomson, M. M., & Turner, J. E. (2015). Teaching motivations, characteristics and professional growth: Results from the Great Expectations (GE) programme in the United States. Educational Psychology: An International Journal of Experimental Educational Psychology, 35(5), 578-597. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01443410.2013.849796 doi:10.1080/01443410.2013.849796 Torres, K. M., & Turner, J. E. (2015). Heritage language learners' perceptions of acquiring and maintaining the Spanish language. International Journal of Bilingual Education and Bilingualism, 4(1), 1-17. doi:10.1080/13670050.2015.1113927 Christesen, E., & Turner, J. E. (2014). Identifying teachers attending professional development by their stages of concern: Exploring attitudes and emotions. The Teacher Educator, 49, 232–246. Torres, K. M., & Turner, J. E. (2014). Exploring students' foreign language anxiety: Students' intercultural sensitivity and their perceptions of teachers' effectiveness. Journal of Language Teaching and Learning, 4(1), 84-101. Turner, J. E. (2014). Researching state shame with the experiential shame scale. Journal of Psychology, 148(5), 577-601. Razon, S., Turner, J. E., Johnson, T. E., Arsal, G., & Tennenbaum, G. (2012). Effects of a collaborative annotation method on students' learning and learning-related motivation and affect. Computers in Human Behavior, 28, 350-359. doi:10.1016/j.chb.2011.10.004. Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28, 324-335. doi:10.1016/j.tate2011.10007 Turner, J. E., Goodin, J. B., & Lokey, C. (2012). Exploring the roles of emotions, motivations, self-efficacy, and secondary control following critical unexpected life events. Journal of Adult Development, 19(4), 215-227. doi:DOI 10.1007/s10804-012-9148-0 Yang, Y., Chen, Y., Lo, W., & Turner, J. E. (2012). Cross-cultural evaluation of item wording effects on an attitudinal scale. Journal of Psychoeducational Assessment, 30(5), 509-519. doi:10.1177/0734282911435461 Pop, M. M., & Turner, J. E. (2009). To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program. Teachers and Teaching, 15(6), 683-700. Roehrig, A. D., Turner, J. E., Grove, C. M., Schneider, N., & Liu, Z. (2009). Degree of alignment between beginning teachers' practices and beliefs about effective classroom practices. The Teacher Educator, 44, 164–187. Turner, J. E., & Husman, J. (2009). Emotional and cognitive self-regulation following perceptions of failure and experiences of academic shame. Journal of Advanced Academics, 20(1), 138-173. Roehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2008). Mentoring beginning primary teachers for exemplary teaching practices. Teaching and Teacher Education, 24, 684-702. Gao, H., Shen, E., Losh, S., & Turner, J. (2007). A review of studies on collaborative concept mapping: What have we learned about the technique and what is next? Journal of Interactive Learning Research, 19(4), 479-492. Op 't Eynde, P., & Turner, J. E. (2006). Focusing on the complexity of emotion-motivation issues in academic learning: A dynamical component systems approach. Educational Psychology Review, 18, 361–376. Turner, J. E., & Schallert, D. L. (2006). Reazioni e resilienza alla vergogna: Rapporti tra aspettative e valori. Expectancy-value relationships of shame reactions and shame resiliency. Psicologia Dell' Educazione E Della Formazione, 8(2), 153-176. Shell, D. F., Husman, J., Turner, J. E., Cliffel, D. M., Nath, I., & Sweany, N. (2005). The impact of computer supported collaborative learning communities on high school students' knowledge building, strategic learning, and perceptions of the classroom. Journal of Educational Computing Research, 33(3), 327-349. Wicker, F. W., Hamman, D., Reed, J. R., McCann, E. J., & Turner, J. E. (2005). Goal orientation, goal difficulty, and incentive values of academic goals. Psychological Reports, 96, 681 to 689. McCann, E. J., & Turner, J. E. (2004). Increasing student learning through volitional control. (Special Issue: Work Habits and Work Styles in School). Teachers College Record, 106(9), 1695-1714. Schallert, D. L., Reed, J. H., & Turner, J. E. (2004). The interplay of aspirations, enjoyment, and work habits in academic endeavors: Why is it so hard to keep long-term commitments? Teachers College Record, 106(9), 1715-1728. Wicker, F. W., Turner, J. E., Reed, J. H., McCann, E. J., & Do, S. L. (2004). Motivation when optimism declines: Data on temporal dynamics. The Journal of Psychology, 138(5), 421-432. Turner, J. E., Husman, J., & Schallert, D. L. (2002). The importance of students' goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37(2), 79-89. Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 98(2), 320-329. Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Educational Psychology, 23, 392-418. 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