Assistant Professor (Coming Spring 2023), Educational Psychology
188R Education Building
1310 S. Sixth Street (mail code 708)
(UIUC Campus Mail) Champaign, IL 61820
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, . 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 (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. 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), . 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, . 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, . 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 >
Educational Psychology (EPSY 201) Explores fundamental issues of development, learning, instruction, and assessment. This course articulates how people learn, how they are influenced by cultural and social contexts, how to assess learning and its outcomes, and how best to teach and motivate people to achieve. Educational psychologists improve learning in a broad range of settings: homes, classrooms, work environments, and communities.