Title(s): Assistant Professor

Education: Ph.D., in Education & Psychology - University of Michigan, Ann Arbor

Affiliations:

American Educational Research Association
American Psychological Association

Research interests:

My research interests involve investigating features of the classroom context that encourage student motivation and learning outcomes.  I am interested in the impact that instructional practices and the classroom climate have on motivation.  Here, I examine the influence of context on motivation in both classrooms and small group settings. My current research examines the role of instructional practices in promoting motivation, cognitive engagement, and achievement in inquiry-based science classrooms. I am also examining the influence that a classroom’s achievement goal structure has on student motivation and group interactions when collaborating during mathematics.

Recent publications:

Kempler, T.M. & Linnenbrink-Garcia, L. (2007). Exploring self-regulation in group contexts. In C.A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 8th Computer-Supported Collaborative Learning Conference (pp.357-360). New Brunswick, NJ: International Society of the Learning Sciences.

Karabenick, S.A., Woolley, M.E., Friedel, J.M., Ammon, B.V., Blazevski, J., Bonney, C.R., DeGroot, E., Gilbert, M.C., Musu, L., Kempler, T.M., & Kelley, K.L. (2007). Cognitive processing of self-report items in educational research: Do they think what we mean? Educational Psychologist, 42, 139-151.

Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and Cognitive Engagement in Learning Environments. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475-488). New York: Cambridge University Press.
 
Kempler, T.M. & Linnenbrink, E.A. (2006).  Helping behaviors in collaborative groups in math: A descriptive analysis. In S.A. Karabenick & R.S. Newman (Eds.), Help seeking in academic settings: Goals, groups and contexts. Mahwah, NJ: Lawrence Erlbaum Associates.

Bonney, C.R., Kempler, T.M., Zusho, A., Coppola, B.P., Pintrich, P.R. (2005). Student learning in science classrooms: What role does motivation play? In S. Alsop (Ed.) Beyond Cartesian Dualism: Encountering affect in the teaching and learning of science (pp. 83-97). The Netherlands: Springer.

Pintrich, P.R., Conley, A.M, & Kempler, T.M.  (2003). Current Issues in Achievement Goal Theory and Research. International Journal of Educational Research, 39, 319-337.

Patrick, B.C., Hisley, J., & Kempler, T.M.  (2000). "What's everybody so excited about?": The effects of teacher enthusiasm on student intrinsic motivation and vitality.  Journal of Experimental Education, 68, 217-236.