Alison C Koenka
Biographic Data
| ID | 2221180 |
|---|---|
| NAME | Alison C Koenka |
| GIVEN NAMES | Alison C |
| FAMILY NAME | Koenka |
| SIGNATURE | KOENKA A C |
| AFFILIATIONS | University of Oklahoma |
| ORCID | 0000-0001-9360-5241 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Leveraging the power and potential of feedback: Conceptual contributions and areas for expansion
Urban Middle Schoolers’ Experiences of an Outdoor Adventure Education Program to Facilitate Social and Emotional Development
Middle school students face significant transitions and often do not receive education on important social-emotional learning (SEL) skills. To address this issue, we investigated how middle school students experience an outdoor adventure education program focused on SEL development. Nine students from an urban public charter school participated in the ROVER program, which taught the following SEL skills: resilience, risk management, self-efficacy…
Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review
In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and center…
Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them
Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and me…
Does attending a deeper learning school promote student motivation, engagement, perseverance, and achievement
The evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study ( N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self‐efficacy and mastery goal orientation as…
The Relation Between Academic Motivation and Cheating
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic policies that enhance positive motivational beliefs (e.g., mastery goals), potentially reducing academic dis…
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis
The overview of reviews: Unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship
In the past two decades, a new form of scholarship has appeared in which researchers present an overview of previously conducted research syntheses on the same topic. In these efforts, research syntheses are the principal units of evidence. Overviews of reviews introduce unique problems that require unique solutions. This article describes what methods overviewers have developed or have adopted from other forms of scholarship. These methods conce…
The Relation Between Academic Motivation and Cheating
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic policies that enhance positive motivational beliefs (e.g., mastery goals), potentially reducing academic dis…
Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them
Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and me…
The overview of reviews: Unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship
In the past two decades, a new form of scholarship has appeared in which researchers present an overview of previously conducted research syntheses on the same topic. In these efforts, research syntheses are the principal units of evidence. Overviews of reviews introduce unique problems that require unique solutions. This article describes what methods overviewers have developed or have adopted from other forms of scholarship. These methods conce…
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis
The Relation Between Academic Motivation and Cheating
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic policies that enhance positive motivational beliefs (e.g., mastery goals), potentially reducing academic dis…
Does attending a deeper learning school promote student motivation, engagement, perseverance, and achievement
The evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study ( N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self‐efficacy and mastery goal orientation as…
Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review
In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and center…
Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them
Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and me…
Urban Middle Schoolers’ Experiences of an Outdoor Adventure Education Program to Facilitate Social and Emotional Development
Middle school students face significant transitions and often do not receive education on important social-emotional learning (SEL) skills. To address this issue, we investigated how middle school students experience an outdoor adventure education program focused on SEL development. Nine students from an urban public charter school participated in the ROVER program, which taught the following SEL skills: resilience, risk management, self-efficacy…
Leveraging the power and potential of feedback: Conceptual contributions and areas for expansion
Psychology (5 works) · Computer Science (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Academic achievement (2 works) · Education, Achievement, and Giftedness (2 works) · Epistemology (2 works) · Pedagogy (2 works) · Political science (2 works) · Social Psychology (2 works)