Jeannine E Turner
Biographic Data
| ID | 3693362 |
|---|---|
| NAME | Jeannine E Turner |
| GIVEN NAMES | Jeannine E |
| FAMILY NAME | Turner |
| SIGNATURE | TURNER J E |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0001-7208-4563 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning
We explored relationships between students’ shame-proneness and their experiences of state shame, self-regulation, and learning in a laboratory. We conducted two studies with different content: physics (Study 1, n = 179) and the circulatory system (Study 2, n = 85). We first evaluated students’ shame-proneness, self-regulation, and content knowledge (pretest). Then, half of the students participated in the experimental condition where state shame…
A grounded theory study on Korean doctoral students’ shame experiences in the U.S: Exploring the role of cultural self-construals
In this grounded theory study, we explored the influence of cultural self-construals on shame experiences among Korean doctoral students in the U.S. By conducting and analyzing in-depth interviews, we developed a theoretical framework to clarify the factors that triggered participants’ shame, with a particular emphasis on students’ dual self-construals (independent and interdependent self-construals), and the outcomes of shame experiences. The fi…
The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs
Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects ar…
Chinese heritage language learners' motivation and intention to continue learning Mandarin
This study explored Chinese heritage language learners' prior Mandarin experiences and their current Mandarin‐learning experiences to reveal factors that influence their motivation and intention to continue or discontinue their Mandarin coursework. Using a Grounded Theory approach, we conducted demographic surveys and semi‐structured interviews with eight participants taking beginner‐level Mandarin courses. Following open, axial, and selective co…
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
It has been debated for years whether performance-approach goals represents a maladaptive form of students’ motivation. Recently, researchers proposed that students’ reasons underlying their performance-approach goals may further our understanding of the nature of these goals (goal complexes). With a sequential explanatory mixed-method approach, we examined the function of performance-approach goal complexes on students’ L2 self-efficacy and anxi…
Revisiting Chinese resistance to communicative English: A counter example
The Role of Emotions in Teachers' Professional Development: Attending a Research Experience for Teachers (RET) Program
The current study investigated teachers' emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers' engagement in the RET program and triggered changes in t…
Heritage language learners' perceptions of acquiring and maintaining the Spanish language
The number of heritage language learners in American universities is increasing each year. Similar to monolingual students, this subgroup of learners is required to complete university level ‘foreign language’ coursework, which can be a source of anxiety. Particularly, this subgroup of learners may experience high levels of anxiety due to their low levels of heritage language proficiency because they may think they should already know their herit…
A structural equation model of pre‐service teachers' perceptions of future goals and current course‐related motivation
This study examined relationships between pre‐service teachers' perceptions of future goals and motivation to complete current tasks required in teacher education courses. Using 351 pre‐service teachers' survey responses from two southern universities in the USA , a full‐structural modeling was conducted. Results showed pre‐service teachers' perceived endogenous instrumentality (value of the current course “content” to attain future goals) had a …
A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates
Mentoring beginning primary teachers for exemplary teaching practices
Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals
We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goal…
A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates
Mentoring beginning primary teachers for exemplary teaching practices
The Role of Emotions in Teachers' Professional Development: Attending a Research Experience for Teachers (RET) Program
The current study investigated teachers' emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers' engagement in the RET program and triggered changes in t…
Chinese heritage language learners' motivation and intention to continue learning Mandarin
This study explored Chinese heritage language learners' prior Mandarin experiences and their current Mandarin‐learning experiences to reveal factors that influence their motivation and intention to continue or discontinue their Mandarin coursework. Using a Grounded Theory approach, we conducted demographic surveys and semi‐structured interviews with eight participants taking beginner‐level Mandarin courses. Following open, axial, and selective co…
A grounded theory study on Korean doctoral students’ shame experiences in the U.S: Exploring the role of cultural self-construals
In this grounded theory study, we explored the influence of cultural self-construals on shame experiences among Korean doctoral students in the U.S. By conducting and analyzing in-depth interviews, we developed a theoretical framework to clarify the factors that triggered participants’ shame, with a particular emphasis on students’ dual self-construals (independent and interdependent self-construals), and the outcomes of shame experiences. The fi…
The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs
Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects ar…
Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals
We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goal…
Mentoring beginning primary teachers for exemplary teaching practices
A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates
A structural equation model of pre‐service teachers' perceptions of future goals and current course‐related motivation
This study examined relationships between pre‐service teachers' perceptions of future goals and motivation to complete current tasks required in teacher education courses. Using 351 pre‐service teachers' survey responses from two southern universities in the USA , a full‐structural modeling was conducted. Results showed pre‐service teachers' perceived endogenous instrumentality (value of the current course “content” to attain future goals) had a …
Heritage language learners' perceptions of acquiring and maintaining the Spanish language
The number of heritage language learners in American universities is increasing each year. Similar to monolingual students, this subgroup of learners is required to complete university level ‘foreign language’ coursework, which can be a source of anxiety. Particularly, this subgroup of learners may experience high levels of anxiety due to their low levels of heritage language proficiency because they may think they should already know their herit…
The Role of Emotions in Teachers' Professional Development: Attending a Research Experience for Teachers (RET) Program
The current study investigated teachers' emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers' engagement in the RET program and triggered changes in t…
Revisiting Chinese resistance to communicative English: A counter example
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
It has been debated for years whether performance-approach goals represents a maladaptive form of students’ motivation. Recently, researchers proposed that students’ reasons underlying their performance-approach goals may further our understanding of the nature of these goals (goal complexes). With a sequential explanatory mixed-method approach, we examined the function of performance-approach goal complexes on students’ L2 self-efficacy and anxi…
Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning
We explored relationships between students’ shame-proneness and their experiences of state shame, self-regulation, and learning in a laboratory. We conducted two studies with different content: physics (Study 1, n = 179) and the circulatory system (Study 2, n = 85). We first evaluated students’ shame-proneness, self-regulation, and content knowledge (pretest). Then, half of the students participated in the experimental condition where state shame…
A grounded theory study on Korean doctoral students’ shame experiences in the U.S: Exploring the role of cultural self-construals
In this grounded theory study, we explored the influence of cultural self-construals on shame experiences among Korean doctoral students in the U.S. By conducting and analyzing in-depth interviews, we developed a theoretical framework to clarify the factors that triggered participants’ shame, with a particular emphasis on students’ dual self-construals (independent and interdependent self-construals), and the outcomes of shame experiences. The fi…
The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs
Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects ar…
Chinese heritage language learners' motivation and intention to continue learning Mandarin
This study explored Chinese heritage language learners' prior Mandarin experiences and their current Mandarin‐learning experiences to reveal factors that influence their motivation and intention to continue or discontinue their Mandarin coursework. Using a Grounded Theory approach, we conducted demographic surveys and semi‐structured interviews with eight participants taking beginner‐level Mandarin courses. Following open, axial, and selective co…
Psychology (11 works) · Mathematics education (8 works) · Pedagogy (8 works) · Social Psychology (5 works) · Computer Science (4 works) · Education, Achievement, and Giftedness (4 works) · EFL/ESL Teaching and Learning (4 works) · Motivation and Self-Concept in Sports (4 works) · Sociology (4 works) · Cognitive psychology (2 works)