Kevin J Pugh
Biographic Data
| ID | 2239004 |
|---|---|
| NAME | Kevin J Pugh |
| GIVEN NAMES | Kevin J |
| FAMILY NAME | Pugh |
| SIGNATURE | PUGH K J |
| AFFILIATIONS | University of Northern Colorado |
| ORCID | 0000-0003-3068-8988 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Need to Experience Something New: Novelty as a Basic Psychological Need in University Students
The purpose of the current research was to investigate novelty as a potential basic psychological need (BPN) by investigating whether novelty met the essentiality (essential for overall growth and well-being) and universality (fulfillment or frustration can predict humans’ well-being across all demographics and cultures) criteria of a BPN. To this end, we tested a path model of relations between perceived novelty, the established BPNs (autonomy, …
Perceived Connection to Instructor and Instructor Passion as Predictors of Transformative Experiences in Science
Transformative experience represents a deep-engagement construct and refers to experiences in which students use science content to see and experience the world in meaningful new ways outside the classroom. Such experiences are associated with deep learning (e.g., transfer) and engagement (e.g., academic and career choice) outcomes. However, research on individual factors predictive of transformative experience is limited. The current study inves…
‘Not to be stereotypical, but .’. Exclusive and inclusive gendered discourses about geology field experiences
Women continue to remain underrepresented in geoscience degree attainment. Several disciplines (specifically geology) require participation in ‘field experiences’ in which students and faculty engage for weeks in a remote location to study geologic processes. Although any student is welcome to participate, studies find evidence of these outdoor spaces embodying a masculine domain. In this exploratory study, we examine the exclusive and inclusive …
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors
We used the social‐cognitive choice model (Lent et al., 2018) as a framework for investigating academic and career choice in the domain of geoscience for male and female students. In addition, we explored the role of perceived connection to instructors and transformative experience as additional factors in the social‐cognitive choice model. A total of 525 individuals from six geoscience departments participated. We conducted three path models wit…
Philosophical Groundings for a Theory of Transformative Experience
In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as an experience, ideas ,…
Applying the Mixed Methods Instrument Development and Construct Validation Process: The Transformative Experience Questionnaire
Onwuegbuzie and colleagues proposed the Instrument Development and Construct Validation (IDCV) process as a mixed methods framework for creating and validating measures. Examples applying IDCV are lacking. We provide an illustrative case integrating the Rasch model and cognitive interviews applied to the development of the Transformative Experience Questionnaire (TEQ). TEQ measures student engagement with the content they are learning. IDCV proce…
Helping Students Develop an Appreciation for School Content
The topic of content appreciation (i.e., developing a broad valuing of curricular content) has not received the attention it deserves. In this article, the authors present Brophy's (2008a; 2008b) model of content appreciation in the context of a hypothetical case study of a teacher trying to foster content appreciation. In doing so, they illustrate and discuss 3 principles central to Brophy's model: (a) teaching worthwhile content, (b) framing co…
The Effect of Schooling on Students’ Out-of-School Experience
With the premise that schooling should make a difference in students’ everyday experience, the authors synthesize research on the influence of school learning on students’ out-of-school experience by addressing the contributions and shortcomings of four research areas: (a) transfer, (b) out-of-school learning environments, (c) school-prompted interest, and (d) transformative education. They conclude the following: (a) Little research investigates…
Stories of teacher alienation: A look at the unintended consequences of efforts to empower teachers
School Didactics and Learning . Michael Uljens
Stories of teacher alienation: A look at the unintended consequences of efforts to empower teachers
The Effect of Schooling on Students’ Out-of-School Experience
With the premise that schooling should make a difference in students’ everyday experience, the authors synthesize research on the influence of school learning on students’ out-of-school experience by addressing the contributions and shortcomings of four research areas: (a) transfer, (b) out-of-school learning environments, (c) school-prompted interest, and (d) transformative education. They conclude the following: (a) Little research investigates…
Applying the Mixed Methods Instrument Development and Construct Validation Process: The Transformative Experience Questionnaire
Onwuegbuzie and colleagues proposed the Instrument Development and Construct Validation (IDCV) process as a mixed methods framework for creating and validating measures. Examples applying IDCV are lacking. We provide an illustrative case integrating the Rasch model and cognitive interviews applied to the development of the Transformative Experience Questionnaire (TEQ). TEQ measures student engagement with the content they are learning. IDCV proce…
School Didactics and Learning . Michael Uljens
Stories of teacher alienation: A look at the unintended consequences of efforts to empower teachers
The Effect of Schooling on Students’ Out-of-School Experience
With the premise that schooling should make a difference in students’ everyday experience, the authors synthesize research on the influence of school learning on students’ out-of-school experience by addressing the contributions and shortcomings of four research areas: (a) transfer, (b) out-of-school learning environments, (c) school-prompted interest, and (d) transformative education. They conclude the following: (a) Little research investigates…
Helping Students Develop an Appreciation for School Content
The topic of content appreciation (i.e., developing a broad valuing of curricular content) has not received the attention it deserves. In this article, the authors present Brophy's (2008a; 2008b) model of content appreciation in the context of a hypothetical case study of a teacher trying to foster content appreciation. In doing so, they illustrate and discuss 3 principles central to Brophy's model: (a) teaching worthwhile content, (b) framing co…
Applying the Mixed Methods Instrument Development and Construct Validation Process: The Transformative Experience Questionnaire
Onwuegbuzie and colleagues proposed the Instrument Development and Construct Validation (IDCV) process as a mixed methods framework for creating and validating measures. Examples applying IDCV are lacking. We provide an illustrative case integrating the Rasch model and cognitive interviews applied to the development of the Transformative Experience Questionnaire (TEQ). TEQ measures student engagement with the content they are learning. IDCV proce…
Philosophical Groundings for a Theory of Transformative Experience
In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as an experience, ideas ,…
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors
We used the social‐cognitive choice model (Lent et al., 2018) as a framework for investigating academic and career choice in the domain of geoscience for male and female students. In addition, we explored the role of perceived connection to instructors and transformative experience as additional factors in the social‐cognitive choice model. A total of 525 individuals from six geoscience departments participated. We conducted three path models wit…
‘Not to be stereotypical, but .’. Exclusive and inclusive gendered discourses about geology field experiences
Women continue to remain underrepresented in geoscience degree attainment. Several disciplines (specifically geology) require participation in ‘field experiences’ in which students and faculty engage for weeks in a remote location to study geologic processes. Although any student is welcome to participate, studies find evidence of these outdoor spaces embodying a masculine domain. In this exploratory study, we examine the exclusive and inclusive …
Perceived Connection to Instructor and Instructor Passion as Predictors of Transformative Experiences in Science
Transformative experience represents a deep-engagement construct and refers to experiences in which students use science content to see and experience the world in meaningful new ways outside the classroom. Such experiences are associated with deep learning (e.g., transfer) and engagement (e.g., academic and career choice) outcomes. However, research on individual factors predictive of transformative experience is limited. The current study inves…
The Need to Experience Something New: Novelty as a Basic Psychological Need in University Students
The purpose of the current research was to investigate novelty as a potential basic psychological need (BPN) by investigating whether novelty met the essentiality (essential for overall growth and well-being) and universality (fulfillment or frustration can predict humans’ well-being across all demographics and cultures) criteria of a BPN. To this end, we tested a path model of relations between perceived novelty, the established BPNs (autonomy, …
Psychology (8 works) · Sociology (6 works) · Transformative learning (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Career Development and Diversity (3 works) · Computer Science (3 works) · Developmental psychology (2 works) · Diverse Education Studies and Reforms (2 works) · Education and Technology Integration (2 works)