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About me: Dr. Natalie Engelbrecht ND RP | Embrace Autism » Hello! I’m Dr. Natalie Engelbrecht RP ND; I am a registered psychotherapist who happens to be autistic! Learn more about me in this post.

The Development of Self-Regulation across Early Childhood » The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children.…

Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research » Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emot…

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions » This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared t…

A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism. » Motivation treatments to enhance goal engagement can improve academic outcomes for college students with single academic risk factors (Hamm, Perry, Chipperfield, Heckhausen, & Parker, 2016), but their efficacy remains unexamined for students with multiple risk factors in online learning environments. In a pre-post, randomized treatment study (n = 628), a theory-based goal engagement treatment (Heckhausen, Wrosch, & Schulz, 2010) was administered online to college students who varied in high school grades (HSG; low, high) and optimism (low, high). For students with co-occurring risk factors (low HSG–low optimism), the goal engagement treatment (vs. no-treatment) improved performance by a full letter grade on three posttreatment class tests in a two-semester course. The treatment also increased the odds of two-semester course completion by 89% for low HSG–low optimism students. Findings advance the literature in showing that a scalable and theory-based goal engagement treatment can assist college students w

Kelsey Autin - School of Education - UW-Milwaukee » Kelsey Autin is an associate professor in the Department of Educational Psychology in the Counseling program. Kelsey Autin earned her BS in

Assisting students in debt to overcome academic setbacks with a cognitive-reframing motivation intervention. » Novel and unpredictable learning environments are a feature of school-to-college transitions that erode students’ academic control, emotional resilience, and achievement (Perry, Hall, & Ruthig, 2005). Although motivation interventions can benefit college students (Koenka, 2020), few studies have examined treatment efficacy for students of varying socioeconomic backgrounds. This randomized treatment-control study assessed whether a cognitive-reframing intervention (attributional retraining [AR]) improved cognitive, affective, and performance outcomes of students with debt in a two-semester, online course. For in-debt students, AR (vs. no-AR) fostered cognitive reframing of achievement setbacks to increase academic control, adaptive emotions, posttreatment performance, and final course grades. Changes in maladaptive causal attributions mediated AR-grades efficacy in a path sequence specified by Weiner’s (1985, 2014, 2018) attribution theory. Findings advance motivation intervention research by showing AR bo


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