Assistant Professor, Educational Psychology
188R Education Building
1310 S. Sixth Street (mail code 708)
Champaign (UIUC Campus Mail), IL 61820
<ul><li>Ph.D., Human Development and Quantitative Methodology, University of Maryland<ul><li>Area of specialization: Developmental Science and Educational Psychology</li><li>Advisor: Dr. Allan Wigfield</li></ul></li><li>Certificate in Measurement, Statistics, & Evaluation<ul><li>University of Maryland, College Park</li></ul></li><li>M.A., Applied Experimental Psychology, University of West Florida</li><li>B.A., Psychology (Honors), University of West Florida</li></ul>
Gladstone's research aims to provide novel information about the development of achievement motivation and what can impact this development. In her research, she programmatically examines students’ STEM motivation and engagement through three lines of research:
1) How do important socializers (i.e., parents, teachers, peers, role models) impact students’ motivation and engagement in STEM?
2) How do motivation and engagement relate over time to predict students’ STEM achievement?
3) A critical analysis of the construct grit and how it relates to students’ STEM motivation, self-regulation, engagement, and achievement.
To help answer these questions she uses various methods including survey research, qualitative interviews, focus groups, longitudinal designs, field and lab-based experiments, and content analyses.
Gladstone, J. R., Tallberg, M., Jaxon, J., & Cimpian, A. (2024). What makes a role model motivating for young girls? The effects of the role model's growth versus fixed mindsets about ability and interest. Journal of Experimental Child Psychology, 238, Article 105775. link >
Bae, C. L., Sealy, M. A., Cabrera, L., Gladstone, J. R., & Mills, D. (2022). Hybrid discourse spaces: A mixed methods study of student engagement in U.S. science classrooms. Contemporary Educational Psychology, 71, Article 102108. link >
Gladstone, J. R., Wigfield, A., & Eccles, J. S. (2022). Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes. In A. L. Reschly, & S. L. Christenson (Eds.), Handbook of Research on Student Engagement: Second Edition (pp. 57-76). Springer. link >
Gladstone, J. R., Morell, M., Yang, J. S., Ponnock, A., Turci Faust, L., & Wigfield, A. (Accepted/In press). You Can't Compare If You Don't Prepare: Differential Item Functioning In Measures of Grit, STEM Self-Regulation, and Motivation. Journal of Experimental Education, 91(3), 557-575. link >
Gladstone, J. R., & Cimpian, A. (2021). Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM. International Journal of STEM Education, 8(1), Article 59. link >
Morell, M., Yang, J. S., Gladstone, J. R., Faust, L. T., Ponnock, A. R., Lim, H. J., & Wigfield, A. (2021). Grit: The Long and Short of It. Journal of Educational Psychology, 113(5), 1038-1058. link >
Parr, A., Gladstone, J., Rosenzweig, E., & Wang, M. T. (2021). Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions. Teaching and Teacher Education, 98, Article 103228. link >
Ponnock, A., Muenks, K., Morell, M., Seung Yang, J., Gladstone, J. R., & Wigfield, A. (2020). Grit and conscientiousness: Another jangle fallacy. Journal of Research in Personality, 89, Article 104021. link >
Scalise, N. R., Gladstone, J. R., & Ramani, G. B. (2019). Motivation and Mathematics in Early Childhood. In O. Saracho (Ed.), Contemporary Perspectives on Research in Motivation in Early Childhood Education (Contemporary Perspectives in Early Childhood Education). Information Age Publishing Inc..
Wigfield, A., & Gladstone, J. R. (2019). What does expectancy-value theory have to say about motivation and achievement in times of change and uncertainty? In E. N. Gonida, & M. S. Lemos (Eds.), Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice (pp. 15-32). (Advances in Motivation and Achievement; Vol. 20). Emerald Group Publishing Ltd.. link >
Gladstone, J. R., Häfner, I., Turci, L., Kneißler, H., & Muenks, K. (2018). Associations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender. Contemporary Educational Psychology, 54, 221-234. link >
Wigfield, A., Gladstone, J. R., & Turci, L. (2017). Development of Children’s Ability Beliefs and Values and School‐Based Interventions to Improve Them. In F. Guay, H. Marsh, D. M. McInerney, & R. G. Craven (Eds.), SELF: Driving Positive Psychology and Wellbeing (pp. 283–308). (International Advances in Self Research). Information Age Publishing Inc..
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond Cognition: Reading Motivation and Reading Comprehension. Child Development Perspectives, 10(3), 190-195. link >
<em>INVITE: Inclusive and Innovative Intelligent Technologies for Education</em> ($ 19,998,745, 06/01/23 – 05/31/28)
Junior Personnel on National Science Foundation (NSF) Artificial Intelligence Institute Theme 6 (AI-Augmented Learning to Expand Education Opportunities and Improve Outcomes) with Dr. H. Chad Lane (PI and Director) and 20+ other researchers at Illinois, University of Florida, ETS and other institutions.
</p><p>Álvarez, J. (PI), <strong>Gladstone, J. R. </strong>(Co-PI), & Cromley, J. (Co-PI). <em>Response to Failure and Success in ECE Circuits Courses: A KEEN/EM Project on Creating Value.</em> The Strategic Instructional Innovations Program (SIIP).
EPSY 201 - Educational Psychology
EPSY 400 - Psychology of Learning in Education