[for educational use only; current/former lab member names are in bold]
Worick, C. E., Usher, E. L., Osterhage, J., Love, A. M. A., & Keller, P. S. (in press). Brief research report: Self-efficacy mediates association between implicit theories of willpower and learning strategies. The Journal of Experimental Education.
Chen, X.-Y., Usher, E. L., Roeder, M. L., Johnson, A. R., Kennedy, M. S., & Mamaril, N. A. (2023). Mastery, models, messengers, and mixed emotions: A qualitative approach to assessing the sources of engineering self-efficacy. Journal of Engineering Education. https://doi.org/10.1002/jee.20494
DiGiacomo, D. K., Usher, E. L., Han, J., Abney, J. M., Cole, A. E., & Patterson, J. T. (2023). The benefits of belonging: An examination of college students’ online learning experiences during COVID-19. Distance Education. https://www.tandfonline.com/doi/full/10.1080/01587919.2022.2155615
Ford, C. J., Usher, E. L., Scott, V., & Chen, X.-Y. (2023). The “perfect” lens: Effects of perfectionism on early adolescents’ math self-efficacy development. British Journal of Educational Psychology, 93(1), 211-228. https://doi.org/10.1111/bjep.12550
Han, J., DiGiacomo, D. K., & Usher, E. L. (2023). College students’ self-regulation in asynchronous online courses during COVID-19. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2201608
Paul, N., Han, J., & Usher, E. L. (2023). “Doing college” amidst COVID-19: A comparative study exploring differences in psychological experiences of international and domestic students in the U.S. Journal of International Students, 13(4). https://doi.org/10.32674/jis.v13i4.4923
Usher, E. L. (2023). Finding the second wind: Motivation is within our control. In M. Bong, S.-I. Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 211-216). Oxford University Press.
Usher, E. L. (2023). How do we motivate people? By working with their self-beliefs. In M. Bong, S.-I. Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 322-327). Oxford University Press.
Woolfolk, A., & Usher, E. L. (2023). Educational psychology (15th ed.). Pearson.
Brown, C. S., Usher, E. L., Coleman, C., & Han, J. (2022). Perceptions of discrimination predict retention of college students of color: Connections with school belonging and ethnic identity. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251211070560
DiGiacomo, D. K., Usher, E. L., Kahloon, S. M., Griffiths, C., Flick, C., Goldstein, B., Bograd, S., Pavuluri, S., Farmer, S., & Sippy, E. (2022). Coping with COVID-19 in Kentucky: Youth examine their learning lives. Children, Youth and Environments, 32(1), 5-34.
Muetterties, C., New, R., & DiGiacomo, D. K. (2022). Recentering civics: A framework for building civic dispositions and action opportunities. Democracy & Education, 30(1), Article 3. Available at: https://democracyeducationjournal.org/home/vol30/iss1/3
Barriage, S., DiGiacomo, D. K., & Greenhalgh, S. (2021). Thinking beyond library and information science: Interdisciplinary inspiration for children and youth services curricula. Journal of Education for Library and Information Science, e20200079.
DiGiacomo, D. K., Oltmann, S. M. & Hall, C. (2021), Libraries of, by, and for the people:
Reimagining strategies to enhance democratic culture within LIS spaces and
programming, In N. G. Taylor, K. Kettnich, U. Gorham, & P. T. Jaeger (Eds.) Libraries and the global retreat of democracy: Confronting polarization, misinformation, and suppression (Advances in Librarianship, Vol. 50, pp. 225-245), Emerald Publishing Limited, Bingley. https://doi.org/10.1108/S0065-283020210000050010
Han, J., Usher, E. L., & Brown, C. S. (2021). Trajectories in quantitative and humanities self-efficacy across the first year of college. Learning and Individual Differences, 91. https://doi.org/10.1016/j.lindif.2021.102054
Hargis, L. E., Wright, C. J., Miller, M. E., Usher, E. L., Hammer, J. H., & Wilson, S. A. (2021). Understanding the relationship between mental health concerns and help-seeking attitudes and behaviors among engineering students. Proceedings of the 2021 American Society for Engineering Education. Long Beach, CA. See related poster.
Kim, M. H., Ahmed, S. F., & Morrison, F. J. (2021). The effects of kindergarten and first grade schooling on executive function and academic skill development: Evidence from a school cutoff design. Frontiers in Psychology, 11, 607973. https://doi.org/10.3389/fpsyg.2020.607973
Kim, M. H., Anderson, R. C., DeRosia, N., Madison, E., & Husman, J. (2021). There are two I’s in motivation: Interpersonal dimensions of science self-efficacy among racially diverse adolescent youth. Contemporary Educational Psychology, 66, 101989. https://doi.org/10.1016/j.cedpsych.2021.101989
Osterhage, J. L. (2021). Persistent miscalibration for low and high achievers despite practice test feedback in an introductory biology course. Journal of Microbiology and Biology Education, 22(2). https://doi.org/10.1128/jmbe.00139-21
Peura, P. I., Aro, T. J. K., Räikkönen, E. M., Viholainen, H. J. K., Koponen, T., Usher, E. L., & Aro, M. T. (2021). Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources. Contemporary Educational Psychology, 62. https://doi.org/10.1016/j.cedpsych.2021.101947
Picha, K., Valier, A. S., Heebner, N. R., Abt, J. P., Usher, E. L., Capilouto, G. J., & Uhl, T. (2021). Physical therapists’ assessment of patient self-efficacy for home exercise programs. The International Journal of Sports Physical Therapy, 16(1), 184-194. https://doi.org/10.26603/001c.18957
Wilson, S. A., Hammer, J. H., & Usher, E. L. (2021). Understanding the relationship between mental health concerns and help-seeking attitudes and behaviors among engineering students. Proceedings of the 2021 American Society for Engineering Education. Long Beach, CA.
Wright, C. J., Miller, M. E., Hargis, L. E., Usher, E. L., Hammer, J. H., & Wilson, S. A. (2021). Identifying engineering students’ beliefs about seeking help for mental health concerns. Proceedings of the 2021 American Society for Engineering Education. Long Beach, CA.
Usher, E. L. (2021). Contextualizing teacher motivation research. Learning and Instruction, 76, https://doi.org/10.1016/j.learninstruc.2021.101544
Usher, E. L., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., & Sheehan, E. A. (2021). Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000256
Huang, X., Mayer, R. E., & Usher, E. L. (2020). Better together than alone: The effect of four self-efficacy strategies in online statistical learning. Contemporary Educational Psychology, 63. https://doi.org/10.1016/j.cedpsych.2020.101924
Love, A. M. A., Usher, E. L., Toland, M. D., Railey, K. S., Campbell, J. M., & Spriggs, A. D. (2020). Measuring police officer self-efficacy for working with individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04613-1
Mantooth, R., Usher, E. L., & Love, A. M. A. (2020). Changing classrooms bring new questions: Environmental influences, self-efficacy, and achievement. Learning Environments Research. https://doi.org/10.1007/s10984-020-09341-y
Love, A. M. A., Toland, M. D., Usher, E. L., Campbell, J. M., & Spriggs, A. D. (2019). Can I teach students with autism spectrum disorder? Investigating teacher self-efficacy with an emerging population of students. Research in Developmental Disabilities, 89, 41-50. https://doi.org/10.1016/j.ridd.2019.02.005
Osterhage, J., Usher, E. L., Douin. T. A., & Bailey, W. M. (2019). Opportunities for self-evaluation increase student calibration in an introductory biology course. CBE-Life Sciences Education, 18:ar16, 1-10. https://doi.org/10.1187/cbe.18-10-0202
Peura, P. I., Aro, T. J. K., Viholainen, H. J. K., Räikkönen, E. M., Usher, E. L., Sorvo, R. A., & Aro, M. T. (2019). Reading self-efficacy and reading fluency development among primary school children: Does specificity of self-efficacy matter? Learning and Individual Differences, 73, 67-78. https://doi.org/10.1016/j.lindif.2019.05.007
Peura, P. I., Viholainen, H. J. K., Aro, T. I., Räikkönen, E. M., Usher, E. L., Sorvo, R. M. A., Klassen, R. M., & Aro, M. T. (2019). Specificity of reading self-efficacy among primary school children. Journal of Experimental Education. https://doi.org/10.1080/00220973.2018.1527279
Schunk, D. H., & Usher, E. L. (2019). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (2nd ed.). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190666453.013.2
Usher, E. L., Ford, C. J., Li, C. R., & Weidner, B. L. (2019). Sources of math and science self-efficacy in rural Appalachia: A convergent mixed methods design. Contemporary Educational Psychology, 57, 32-53. https://doi.org/10.1016/j.cedpsych.2018.10.003
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111, 877-902. https://doi.org/10.1037/edu0000324
Love, A. M. A., Butz, A. R., Usher, E. L., & Waiters, B. L. (2018). Open-ended responses from early adolescents: Method matters. Journal of Adolescence, 67, 31-34. https://doi.org/10.1016/j.adolescence.2018.05.007
Picha, K., Jochimsen, K. N., Heebner, N. R., Abt, J. P., Usher, E. L., Capilouto, G. J., & Uhl, T. L. (2018). Measurement of self-efficacy in musculoskeletal rehabilitation: A systematic review. Musculoskeletal Care, 16, 471-488. https://doi.org/10.1002/msc.1362
Usher, E. L. (2018). Acknowledging the Whiteness of motivation research: Seeking cultural relevance. Educational Psychologist. https://doi.org/10.1080/00461520.2018.1442220
Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 19-35). Routledge.
Usher, E. L., & Weidner, B. L. (2018). Sociocultural influences on self-efficacy development. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited 2 (pp. 141-164). Information Age.
Baker, C., McKeon, J. M. M., & Usher, E. L. (2017). Development of the Self-Efficacy for Balance Scale (SEBS) for young active individuals. Journal of Clinical Sport Psychology, 11, 352-373. doi: 10.1123/JCSP.2016-0037
Morris, D. B., Usher, E. L., & Chen, J. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795-833. http://dx.doi.org/10.1007/s10648-016-9378-y
Ahn, H. S., Usher, E. L., Butz, A. R., & Bong, M. (2016). Cultural differences in the understanding of modelling and feedback as sources of self‐efficacy information. British Journal of Educational Psychology, 86(1), 112-136. doi:10.1111/bjep.12093
Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students’ engineering self-efficacy: A scale validation. Journal of Engineering Education, 105, 366-395. doi: 10.1002/jee.20121
Butz, A. R., & Usher, E. L. (2015). Salient sources of self-efficacy in reading and mathematics. Contemporary Educational Psychology, 42, 49-61. doi:10.1016/j.cedpsych.2015.04.001
Kennedy, M. S., Usher, E. L., Mamaril, N. A., *Economy, D. R., Li, C. R., & Sharp, J. (2015). Undergraduate students’ materials science and engineering self-efficacy: Assessment and implications. Proceedings of the 2015 ASEE Annual Conference and Exposition.
Toland, M. D., & Usher, E. L. (2015). Assessing mathematics self-efficacy: How many categories do we really need? Journal of Early Adolescence, 36(1), 1-29. doi: 10.1177/0272431615588952
Usher, E. L. (2015). Personal capability beliefs. In L. Corno & E. H. Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 146-159). Taylor & Francis.
Usher, E. L., Mamaril, N. A., Li, C. R., Economy, D. R., & Kennedy, M. S. (2015). Sources of self-efficacy in undergraduate engineering. Proceedings of the 2015 ASEE Annual Conference and Exposition.
Ruble, L. A., Toland, M. D., Birdwhistell, J. L., McGrew, J. H., & Usher, E. L. (2013). Preliminary study of the Autism Self-Efficacy Scale for Teachers (ASSET). Research in Autism Spectrum Disorders, 24, 1151-1159.
Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11-21. doi: 10.1016/j.lindif.2012.11.002
Mamaril, N. A., Economy, D. R., Usher, E. L., & Kennedy, M. S. (2013). An examination of students’ motivation in engineering service courses. Proceedings of the 2013 Frontiers in Education Conference, Oklahoma,1825-1827. doi: 10.1109/FIE.2013.6685152
Gaffney, J. D. H., Housley Gaffney, A. L., Usher, E. L., & Mamaril, N. A. (2013). How an activity-learning class influences physics self-efficacy in pre-service teachers. Proceedings of the American Institute of Physics 1513, 134-137. doi: 10.1063/1.4789670
Piercey. R. R. (2013). Reading self-efficacy in early adolescence: Which measure works best? (Unpublished doctoral dissertation). University of Kentucky, Lexington, KY.
Schunk, D. H., & Usher, E. L. (2013). Barry Zimmerman’s theory of self-regulated learning. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Information Age.
Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13-27). Oxford University Press.
Joet, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103, 649-663. doi: 10.1037/a0024048.
Morris, D. B., & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 26(2), 67-74.
Ruble, L. A., Usher, E. L., & McGrew, J. (2011). Special education and students with autism: Preliminary investigation of teacher self-efficacy and its sources. Focus on Autism and Other Developmental Disabilities.
Schunk, D. H., & Usher, E. L. (2011). Assessing self-efficacy for self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 282-297). Routledge.
Alviar-Martin, T., & Usher, E. L. (2010). Enacting democracy in two international schools. In F. Salili & R. Hoosain (Eds.), Research in multicultural education and international perspectives (pp. 291-316). Information Age.
Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education, 78, 464-486. doi: 10.1080/00220970903292975
Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In T. C. Urdan & S. A. Karabenick (Eds.), Advances in motivation and achievement: Vol. 16A. The decade ahead: Theoretical perspectives on motivation and achievement (pp. 1-33). Emerald Publishing Group.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of the Teachers’ Self-Efficacy Scale in five countries. Contemporary Educational Psychology, 34, 67-76.
Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation of student, teacher, and parent perspectives. American Educational Research Journal, 46, 275-314.
Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89-101.
Pajares, F., & Usher, E. L. (2008). Self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism. In M. Maehr, T. C. Urdan, & S. Karabenick (Eds.), Advances in motivation and achievement. Vol. 15: Social psychological perspectives (pp. 391-423). Emerald Group Publishing Limited.
Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463.
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78, 751-796.
Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42, 104-120.
Usher, E. L., & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Journal of Invitational Theory and Practice, 12, 7-16.
Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125-141.
