Ashley S Hufnagle
Biographic Data
| ID | 7836176 |
|---|---|
| NAME | Ashley S Hufnagle |
| GIVEN NAMES | Ashley S |
| FAMILY NAME | Hufnagle |
| SIGNATURE | HUFNAGLE A S |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-4031-3402 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Contrasting stances at the crossroads of debugging learning opportunities
BackgroundMoments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including …
Community engagement, service learning, and underrepresented college student success
Previous literature has demonstrated the positive benefits of Service Learning (SL) participation on college student outcomes. This study explored whether SL participation during the first year of college appeared to be a potentially useful community engagement and pedagogical lever for enhancing college students’ academic achievement, retention, and graduation outcomes. Particular attention focused on college students from groups under‐represent…
How are first‐generation students doing throughout their college years? An examination of academic success, retention, and completion rates
The feedback I want versus the feedback I need
Getting feedback on assignments is a ubiquitous educational experience. Researchers have typically described the feedback process in one of two ways—feedback as transmission of information from a more knowledgeable other to the learner or feedback as a student‐centered dialogue. The present study highlights a gap between theory and practice by comparing undergraduate students' perceptions of the purpose and preferred content of feedback to the vi…
Impasses in the wild
Moments where children encounter problems in their chosen activities represent potentially generative sites for learning, particularly when supportive adults are present to scaffold the learning process. Scholars of autonomy support study these dyadic problem-solving processes in defined tasks, and describe specific types of parental support that have implications for children’s future competence as independent learners. In two exploratory case s…
A longitudinal analysis of the relationship between self-compassion and the psychological effects of perceived stress
Self-compassion is consistently associated with psychological well-being, but most research has examined their relationship at only a single point in time. This study employed a longitudinal design to investigate the relationship between baseline self-compassion, perceived stress, and psychological outcomes in college students (n = 462) when the outcomes were measured both concurrently with perceived stress and after a lag of six months. Self-com…
Contrasting stances at the crossroads of debugging learning opportunities
BackgroundMoments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including …
A longitudinal analysis of the relationship between self-compassion and the psychological effects of perceived stress
Self-compassion is consistently associated with psychological well-being, but most research has examined their relationship at only a single point in time. This study employed a longitudinal design to investigate the relationship between baseline self-compassion, perceived stress, and psychological outcomes in college students (n = 462) when the outcomes were measured both concurrently with perceived stress and after a lag of six months. Self-com…
Impasses in the wild
Moments where children encounter problems in their chosen activities represent potentially generative sites for learning, particularly when supportive adults are present to scaffold the learning process. Scholars of autonomy support study these dyadic problem-solving processes in defined tasks, and describe specific types of parental support that have implications for children’s future competence as independent learners. In two exploratory case s…
The feedback I want versus the feedback I need
Getting feedback on assignments is a ubiquitous educational experience. Researchers have typically described the feedback process in one of two ways—feedback as transmission of information from a more knowledgeable other to the learner or feedback as a student‐centered dialogue. The present study highlights a gap between theory and practice by comparing undergraduate students' perceptions of the purpose and preferred content of feedback to the vi…
Community engagement, service learning, and underrepresented college student success
Previous literature has demonstrated the positive benefits of Service Learning (SL) participation on college student outcomes. This study explored whether SL participation during the first year of college appeared to be a potentially useful community engagement and pedagogical lever for enhancing college students’ academic achievement, retention, and graduation outcomes. Particular attention focused on college students from groups under‐represent…
How are first‐generation students doing throughout their college years? An examination of academic success, retention, and completion rates
Contrasting stances at the crossroads of debugging learning opportunities
BackgroundMoments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including …
Psychology (6 works) · Mathematics education (4 works) · Developmental psychology (3 works) · Higher education (3 works) · Medicine (3 works) · Academic achievement (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Debugging (2 works) · Higher Education Research Studies (2 works)