Jessica R Gladstone
Biographic Data
| ID | 6098305 |
|---|---|
| NAME | Jessica R Gladstone |
| GIVEN NAMES | Jessica R |
| FAMILY NAME | Gladstone |
| SIGNATURE | GLADSTONE J R |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0001-6030-6288 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Trust, Privacy, and Context Dependence of Large Language Models in Educational Contexts
Large language models (LLMs) are quickly being adopted in educational contexts. In this editorial, we draw attention to three technically-oriented challenges educators may face using LLMs in educational settings when considering student-facing deployment: trust, privacy, and context dependence. Although these challenges are not as well-known as others, such as hallucination and interpretability, they pose significant concerns in educational setti…
The Eudaimonic Utility of Learning Spaces
As schools face record absenteeism, needed are ways of indexing forces that motivate youths’ attendance. In this paper, we introduce eudaimonic utility (EU): the perception that an environment can help someone become the person they are meant to be. An environment with high EU is seen as a place where one can (a) pursue their purpose in life, (b) grow, (c) bring out their best, and (d) live authentically. To propose this new theoretical construct…
Measuring persistence and academic resilience of K−12 students
Persistence and academic resilience are two non-cognitive skills that are important for students' long-term academic success. To date, there has been a lack of consensus on how to define and measure these critical constructs at the K−12 level. Clear operational definitions and valid measures are essential to assess students' competencies with respect to these two skills and to evaluate how these skills may develop through educational intervention…
Pedagogical agents in K-12 education
Over the past three decades the field of pedagogical agents (PAs) has seen significant growth, but no review has specifically focused on the design and use of PAs for K-12 students, despite the fact that an early meta-analysis showed that they receive the most benefits from learning from or with PAs. Our systematic search revealed 112 studies that met the inclusion criteria and were analyzed. Our findings revealed a plethora of studies investigat…
Virtual Characters Help K–12 Students Learn and Improve Motivation
Pedagogical agents, conversational agents, motivational agents, and other virtual characters have long been used in educational technologies. We built and analyzed the most comprehensive dataset to date of studies examining how virtual characters influence K–12 students’ learning and learning-related outcomes using three-level meta-analytic procedures. The results from five three-level meta-analyses indicate that virtual characters helped K–12 st…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Pedagogical agent design for K-12 education
Purpose and goal pursuit as a self‐sustaining system
OBJECTIVE: Despite long-standing assumptions that a sense of purpose in life and goal pursuit are mutually supportive, empirical evidence of their reciprocity remains deficient. In the context of a unique out-of-school time program that empowers youth to pursue passions through self-driven learning, we examined whether purpose and one aspect of goal pursuit-perceptions of goal progress-work together to sustain themselves and each other over time.…
Examining the Conscientiousness × Interest Compensation (Conic) model with similar constructs in high school and college students
The Conscientiousness × Interest Compensation (CONIC) model (Authors, 2019) assumes that the two constructs conscientiousness and interest can (partly) compensate for each other in predicting academic effort and achievement. We extend previous work by testing the CONIC model in two independent U.S. samples from different age groups (high school sample: N = 1,246, Mage = 14.86 years; college sample: N = 581, Mage = 19.83 years). We also assessed w…
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models’ effects on student motivation: If we determine which role models are effective for which students , we will be in a better position to maximize role models’ impact as a tool for diversifying …
Grit
Grit is defined as passion and perseverance for achieving long-term goals and consists of two proposed subcomponents: consistency of interests and perseverance of effort. It has become a much-discussed construct even though research on its underlying factor structure has produced inconclusive results. Furthermore, grit as measured by its most frequently used measure, the Grit-S, does not clearly define “long term” or include the word passion. In …
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions
Grit and conscientiousness
Beyond Cognition
In this article, we review research on children's motivation to read and its relation to their reading comprehension. We begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing studies showing that many children's motivation to read declines over the school years. Motivation to read tends to differ by gender—with girls motivated more positively to read than boys. It also differs …
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions
Grit and conscientiousness
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Beyond Cognition
In this article, we review research on children's motivation to read and its relation to their reading comprehension. We begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing studies showing that many children's motivation to read declines over the school years. Motivation to read tends to differ by gender—with girls motivated more positively to read than boys. It also differs …
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions
Grit and conscientiousness
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models’ effects on student motivation: If we determine which role models are effective for which students , we will be in a better position to maximize role models’ impact as a tool for diversifying …
Grit
Grit is defined as passion and perseverance for achieving long-term goals and consists of two proposed subcomponents: consistency of interests and perseverance of effort. It has become a much-discussed construct even though research on its underlying factor structure has produced inconclusive results. Furthermore, grit as measured by its most frequently used measure, the Grit-S, does not clearly define “long term” or include the word passion. In …
Pedagogical agent design for K-12 education
Purpose and goal pursuit as a self‐sustaining system
OBJECTIVE: Despite long-standing assumptions that a sense of purpose in life and goal pursuit are mutually supportive, empirical evidence of their reciprocity remains deficient. In the context of a unique out-of-school time program that empowers youth to pursue passions through self-driven learning, we examined whether purpose and one aspect of goal pursuit-perceptions of goal progress-work together to sustain themselves and each other over time.…
Examining the Conscientiousness × Interest Compensation (Conic) model with similar constructs in high school and college students
The Conscientiousness × Interest Compensation (CONIC) model (Authors, 2019) assumes that the two constructs conscientiousness and interest can (partly) compensate for each other in predicting academic effort and achievement. We extend previous work by testing the CONIC model in two independent U.S. samples from different age groups (high school sample: N = 1,246, Mage = 14.86 years; college sample: N = 581, Mage = 19.83 years). We also assessed w…
Measuring persistence and academic resilience of K−12 students
Persistence and academic resilience are two non-cognitive skills that are important for students' long-term academic success. To date, there has been a lack of consensus on how to define and measure these critical constructs at the K−12 level. Clear operational definitions and valid measures are essential to assess students' competencies with respect to these two skills and to evaluate how these skills may develop through educational intervention…
Pedagogical agents in K-12 education
Over the past three decades the field of pedagogical agents (PAs) has seen significant growth, but no review has specifically focused on the design and use of PAs for K-12 students, despite the fact that an early meta-analysis showed that they receive the most benefits from learning from or with PAs. Our systematic search revealed 112 studies that met the inclusion criteria and were analyzed. Our findings revealed a plethora of studies investigat…
Virtual Characters Help K–12 Students Learn and Improve Motivation
Pedagogical agents, conversational agents, motivational agents, and other virtual characters have long been used in educational technologies. We built and analyzed the most comprehensive dataset to date of studies examining how virtual characters influence K–12 students’ learning and learning-related outcomes using three-level meta-analytic procedures. The results from five three-level meta-analyses indicate that virtual characters helped K–12 st…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Trust, Privacy, and Context Dependence of Large Language Models in Educational Contexts
Large language models (LLMs) are quickly being adopted in educational contexts. In this editorial, we draw attention to three technically-oriented challenges educators may face using LLMs in educational settings when considering student-facing deployment: trust, privacy, and context dependence. Although these challenges are not as well-known as others, such as hallucination and interpretability, they pose significant concerns in educational setti…
The Eudaimonic Utility of Learning Spaces
As schools face record absenteeism, needed are ways of indexing forces that motivate youths’ attendance. In this paper, we introduce eudaimonic utility (EU): the perception that an environment can help someone become the person they are meant to be. An environment with high EU is seen as a place where one can (a) pursue their purpose in life, (b) grow, (c) bring out their best, and (d) live authentically. To propose this new theoretical construct…
Psychology (8 works) · Social Psychology (6 works) · Computer Science (4 works) · Education, Achievement, and Giftedness (4 works) · Grit, Self-Efficacy, and Motivation (4 works) · Developmental psychology (3 works) · Mathematics (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Perception (3 works)