Research

List of Publications from Center Staff

2017

Shernoff, D. J., Sannella, A. J., Schorr, R., Sanchez-Leal, Ruzek, E., L., Bressler, D., Sinha, S. (2017). Separate worlds: the influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall. Journal of Environmental Psychology, 49, 55-64. http://dx.doi.org/10.1016/j.jenvp.2016.12.002. PDF

2016

Shernoff, D.J., Ruzek, E.A., Sinha, S. (2016). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International. PDF

Shernoff, D.J., Kelly, S., Tonks, S., Anderson, B., Cavanagh, R., Sinha, S., Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction. PDF

Luo, W., Pelletier, J., Duffin, K., Ormand, C., Hung, W., Shernoff, D. J., Zhai, X., Iverson, E., Whalley, K., Gallaher, C., and Furness, W (2016). Advantages of simulation models in enhancing students’ learning about landform evolution: A case study using the Grand Canyon. Journal of Geoscience Education.

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170 - 179. PDF

2015

Sinha, S., Rogat, T. K., Adams-Wiggins, K. R., & Hmelo-Silver, C. E. (2015). Collaborative group engagement in a computer-supported inquiry learning environment. International Journal of Computer Supported Collaborative Learning, 10, 273 - 307. PDF

2014

Goldin, G. (2014). Perspectives on emotion in mathematical engagement, learning, and problem solving. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 391-414). New York: Routledge. PDF

Shernoff, D.J. & Bempechat, J. (Eds.) (2014). Engaging youth in schools: Evidence-based models to guide future innovations. New York: NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. WEB

Shernoff, D. J., & Bempechat, J. (2014). Introduction to Engaging Youth in Schools, an NSSE Yearbook. In D. J. Shernoff & J. Bempechat (Eds.), Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations (pp. 1-14). New York: NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. PDF

Shernoff, D. J., Tonks, S. M., & Anderson, B. (2014). The impact of the learning environment on student engagement in high school classrooms. In D. J. Shernoff & J. Bempechat (Eds.), Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations (pp. 166-177). New York: NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. PDF

Larson, R. W., & Shernoff, D. J., & Bempechat, J. (2014). Epilogue: A New Paradigm for the Science and Practice of Engaging Young People. In D. J. Shernoff & J. Bempechat (Eds.), Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations (pp. 323-337). New York:  NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. PDF

Shernoff, D. J., Abdi, B., Anderson, B., & Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. In M. Furlong, R. Gilman, & S. Heubner, & (Eds.), Handbook of Positive Psychology in the Schools, 2nd Edition (pp. 211-226). New York: Routledge, Taylor & Francis. PDF

Shernoff, D. J. & Anderson, B. (2014). Interventions to create engagement and flow: Research and practice on optimal learning environments. In Acacia Parks (Ed.), The Wiley-Blackwell Handbook of Positive Psychological Interventions (pp. 194-212). New York: Wiley-Blackwell. PDF

2013

Shernoff, D.J. (2013). Optimal learning environments to promote student engagement. New York: Springer. WEB

Shernoff, D. J., & Anderson, B. (2013). Flow and optimal learning environments. In J. Froh and A. Parks-Sheiner (Eds.), Activities for Teaching Positive Psychology: A guide for instructors (pp. 109-115). Washington, DC: American Psychological Association. PDF

Sinha, S., Gray, S., Hmelo-Silver, C. E., Jordan, R., Eberbach, C., Goel, A., & Rugaber, S. (2013).  Conceptual representations for transfer: A case study tracing back and looking forward. Frontline Learning Research, 1, 3 - 23. PDF

2012

Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments. In K. R. Harris, S. Graham, & T. Urdan (Eds.), The APA Educational Psychology Handbook (Vol. 3, pp. 195-220). Washington, DC: American Psychological Association. PDF

2011

Coller, B.D., Shernoff, D. J., & Strati, A. D. (2011). Measuring engagement as students learn Dynamic Systems & Control with a video game. Advances in Engineering Education, 2, 1-32. PDF

Goldin, G. A., Epstein, Y. M., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM Mathematics in Education, 43, 547-560. PDF

2010

Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325-337. PDF

2009

Nakamura, J., & Shernoff, D.J. (2009). Good mentoring: Fostering excellent practice in higher education. San Francisco: Jossey-Bass. WEB

Coller, B. D., & Shernoff, D. J. (2009). Video game-based education in mechanical engineering: A look at student engagement. International Journal of Engineering Education, 25, 308-317. PDF

2008

Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564-580. PDF

2007

Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891-903. PDF

2005

Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion at after-school programs (and elsewhere). New Directions for Youth Development, 105, 121-129. PDF

2003

Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-76. PDF

2001

Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. New Directions for Child and Adolescent Development, 93, 73-87. PDF

2000

Shernoff, D. J., Knauth, S., & Makris, E. (2000). The quality of classroom experiences. In M. Csikszentmihalyi & B. Schneider, Becoming Adult (pp. 122-145). New York: Basic Books. PDF