Dawn R Weatherford

Biographic Data

ID4088926
NAMEDawn R Weatherford
GIVEN NAMESDawn R
FAMILY NAMEWeatherford
SIGNATUREWEATHERFORD D R
AFFILIATIONSTexas A&M University – San Antonio
ORCID0000-0002-1145-1064
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2021
LATEST PUBLICATION YEAR2026
H-INDEX0

  • The role of attentional interventions and individual differences in the detection of low prevalence fake IDs

    Open AccessDawn R Weatherford, Amy K Dicke-Bohmann et al.ARTICLEPsychology, Crime & Law2026

    Identification card screeners protect the public by prohibiting and redirecting criminals who attempt to access restricted goods, services, and spaces. This ID screening, therefore, is one of many routinized tasks for which low-frequency items, such as valid IDs presented by an imposter, often go undetected (i.e. Low Prevalence Effect, LPE). We sought to 1) investigate individual differences in face-matching ability that may inoculate against the…

  • Pathways to Purpose: Belonging, Stress, and Optimism in Relation to Career Aspirations of Students

    Open AccessJasmyne Thomas, Matthew D Guerra et al.ARTICLEJournal of Career Development2026

    College students’ career aspirations are critical to their professional development. However, limited research has investigated career aspirations within the context of Hispanic Majority Institutions (HMIs). To address this gap, we examined relationships between belongingness, stress, optimism, and career aspirations and offered a mediation framework to clarify their associations using self-reported data from undergraduates ( N = 261) attending a…

  • Peers Like Me: Social Comparison Framing and Self Perceptions for College Students Attending a Hispanic Majority Institution

    Open AccessMatthew D Guerra, Laritza G Martinez et al.ARTICLEJournal of Latinos and Education2026

    We conducted a fully crossed between-subjects experiment to examine how manipulations of the direction and focus of a social comparison target influenced outcomes for students (N = 184) attending a Hispanic Majority Institution. Results showed that participants perceived themselves as most similar to high-achieving peers when asked to write about similarities, but perceived themselves as better off than low-achieving peers regardless of prompt an…

  • Associations Between Intellectual Humility, Academic Motivation, and Academic Self-Efficacy

    Open AccessHo Phi Huynh, Zhicheng Luo et al.ARTICLEPsychological Reports2025

    Previous research has shown that intellectual humility (IH) could predict important academic outcomes. This study explores the associations between IH, four different types of academic motivation (intrinsic motivation-to know and -to accomplish, extrinsic motivation-external regulation, amotivation) and academic self-efficacy. Undergraduate students ( N = 261) from a Hispanic majority institution completed validated measures assessing these varia…

  • The Relevance of Social Comparison to Academic Self-Concept for Undergraduates at Hispanic Majority Institutions

    Open AccessHo Phi Huynh, Jasmyne Thomas et al.ARTICLEJournal of Hispanic Higher…2025References: 6

    Hispanic majority institutions have over 50% Hispanic student enrollment. We examined how social comparison may affect academic self-concept in this unique higher education landscape. We found that students who compare themselves to others who are worse off tend to experience a greater sense of academic self-concept in three domains than when they compare themselves to others who are better off. These findings have implications for improving acad…

  • Social Comparison Processes of Hispanic Students at Hispanic Majority Institutions

    Open AccessHo Phi Huynh, Anastacia Wicks et al.ARTICLEPsychological Reports2024

    This paper describes the types of social comparison used by Hispanic students at a Hispanic Majority Institution through two studies ( N = 406). We found that students engaged in upward identification more often than downward identification, downward contrast, and upward contrast. However, when comparing themselves on an academic measure, downward identification and upward contrast became relatively more frequent. Additionally, downward identific…

  • Social Comparison, Belongingness, Self-Doubt, and Stress: The Case of Hispanic Students at Hispanic Majority Institutions

    Open AccessHo Phi Huynh, Jasmyne Thomas et al.ARTICLEHispanic Journal of Behavioral…2024References: 62

    Social comparison processes can affect academic and interpersonal outcomes for minoritized college students. However, the literature has not addressed how these processes play out for Hispanic students who attend Hispanic Majority Institutions, in which Hispanic students comprise more than 50% of the population. In this study, such students ( N = 191) completed online assessments for social comparison orientation (SCO), belongingness, academic se…

  • Using a Fork as a Hairbrush: Investigating Dual Routes to Release from Functional Fixedness

    Open AccessDawn R Weatherford, Lemira V Esparza et al.ARTICLEThe Journal of Creative Behavior2021

    Functional fixedness involves difficulty with conceptualizing creative object uses. When it obstructs problem‐solving, individuals must reframe their approach. We examined how different training techniques—chunk decomposition (i.e., considering an object’s basic parts and physical properties) and constraint relaxation (i.e., considering an object’s different functions)—might rely upon different routes to creative reframing. Additionally, we inves…