Publications

Validating an Instrument to Assess 4th Grade Students’ Interest in STEM Content

Danielson, R. W., Sinatra, G. M., Dai, S., Seyranian, V., Heddy, B. C., Polikoff, M. S., & Marsh, J. A. (in press). Validating an Instrument to Assess 4th Grade Students’ Interest in STEM Content. Journal of Experimental Education.

Experience sampling methodology and technology: An approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement

Xie, K., Vongkulluksn, W., Heddy, B. C., & Jiang, Z. (in press). Experience sampling methodology and technology: An approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement. Educational Technology and Research Development.

Emotions, values, and engagement: Understanding academic achievement of first-generation college students

Goldman, J., Cavazos, J., Heddy, B. C., & Pugh, K. J. (2024). Emotions, values, and engagement: Understanding motivation of first-generation college students. Scholarship of Teaching and Learning in Psychology. Advance online publication.
https://psycnet.apa.org/record/2021-40905-001

Everyday engineering: The effects of transformative experience in middle school engineering

Heddy, B. C., Danielson, R. W., Ross, K., & Goldman, J. A. (2023). Everyday engineering: The effects of transformative experience in middle school engineering. Journal of Engineering Education, 112(3), 674-694.
https://onlinelibrary.wiley.com/doi/abs/10.1002/jee.20527

Transforming the online learning experience

Hamilton, N. J., Heddy, B. C., Goldman, J. A., & Chancey, J. B. (2023). Transforming the online learning experience. Teaching of Psychology, 50(4), 370-380.
https://journals.sagepub.com/doi/full/10.1177/00986283211048939

Can Multiple Texts Prompt Causal Thinking? The Role of Epistemic Emotions

Danielson, R. W., Sinatra, G. M., Trevors, G., Muis, K. R., Pekrun, R., & Heddy, B. C. (2023). Can Multiple Texts Prompt Causal Thinking? The Role of Epistemic Emotions. Journal of Experimental Education,91(4), 621-635.
https://www.tandfonline.com/doi/full/10.1080/00220973.2022.2107604

Using an online-based mindfulness intervention to reduce test anxiety in physics students

Chancey, J. B., Heddy, B. C., Lippmann, M. & Abraham, E. R. I. (2023). Using an online-based mindfulness intervention to reduce test anxiety in physics students. Journal of Cognitive Enhancement, 7, 128-139
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10099027/

What do teachers know about dyslexia? It’s complicated!

Peltier, T. K., Washburn, E. K., Heddy, B. C., & Cantrell, E. (2022). What do teachers know about dyslexia? It’s complicated! Reading and Writing, 35, 2077-2107.
https://www.researchgate.net/publication/358598478_What_do_teachers_know_about_dyslexia_It’s_complicated

Development and psychometric analysis of the metarepresentations survey for physics: Understanding students’ free-body diagrams

Taasoobshirazi, G., Heddy, B. C., Danielson, R. W., Abraham, E. R. I., & Joji, S. (2022). Development and psychometric analysis of the metarepresentations survey for physics: Understanding students’ free-body diagrams. Journal of Learning Theory and Methodology, 3(3), 93-101.
https://ltmjournal.com/e/article/view/58

The moral side of the climate crisis: Exploring how moral convictions influence learning about climate change

Heddy, B C., Lombardi, D., & Danielson, R. W. (2022). The moral side of the climate crisis: Exploring how moral convictions influence learning about climate change. The Educational and Developmental Psychologist, 39(1), 58-69.

https://www.tandfonline.com/doi/full/10.1080/20590776.2021.2011203

Teaching and social presences supporting self-determination in online learning environments: How can CoI and SDT happily meet online?

Turk, M., Heddy, B. C., & Danielson, R. W. (2022). Teaching and social presences supporting self-determination in online learning environments: How can CoI and SDT happily meet online? Computers & Education, 180, 104432.
https://www.sciencedirect.com/science/article/abs/pii/S0360131522000033?via%3Dihub

First-generation college students’ academic challenges understood through the lens of expectancy value theory in an introductory psychology course

Goldman, J. A., Heddy, B. C., & Cavazos, J. (2022). First-generation college students’ academic challenges understood through the lens of expectancy value theory in an introductory psychology course. Teaching of Psychology, 49(1), 37-48.
https://journals.sagepub.com/doi/10.1177/0098628320964787

Exploring the predictive relationship between perceived instrumentality, interest, and transformative experiences in online engineering courses

Heddy, B. C., Nelson, K. G., Husman, J., Cheng, K. C., Goldman, J. A., & Chancey, J. B. (2021). Exploring the predictive relationship between perceived instrumentality, interest, and transformative experiences in online engineering courses. Educational Psychology, 41(1), 63-78.
https://www.tandfonline.com/doi/full/10.1080/01443410.2019.1600662

Investigating the impact of mindfulness-based interventions on processes of conceptual, emotional, and attitude change

Chancey, J. B., Heddy, B. C., Lippmann, M., & Meek, D. (2021). Investigating the impact of mindfulness-based interventions on processes of conceptual, emotional, and attitude change. Journal of Cognitive Enhancement, 5, 204-217.

https://link.springer.com/article/10.1007/s41465-020-00195-z

Myth-Busting with infographics: Do creative assignments help students learn?

Cavazos, J. T., *Stern, W., Stephenson, E., & Heddy, B. C. (2021). Myth-Busting with infographics: Do creative assignments help students learn? Teaching of Psychology, 48(2), 117-123.
https://psycnet.apa.org/record/2021-25954-003

Using conceptual change theory to help pre- service teachers understand dyslexia

Peltier, T. K., Heddy, B. C., & Peltier, C. (2020). Using conceptual change theory to help pre- service teachers understand dyslexia. Annals of Dyslexia, 70(1), 62-78.
https://pubmed.ncbi.nlm.nih.gov/32103423/

Converting photosynthesis into a positive learning experience through authentic instruction

Parsons, A. E., Heddy, B. C., Wilson, S. N., Williams, L. A., Atkinson, L. K., & Garn, G. A. (2019). Making ‘brain food’: Converting photosynthesis into a positive learning experience through authentic instruction. Journal of Biological Education,3( 55), 293-305.
https://www.tandfonline.com/doi/full/10.1080/00219266.2019.1682640

Examining engagement in context using experience-sampling method: Toward a mobile learning theory of engagement

Xie, K., Heddy, B. C., & Vongkulluksn, W. (2019). Examining engagement in context using experience-sampling method: Toward a mobile learning theory of engagement. Contemporary Educational Psychology, 59, 101788.
https://www.sciencedirect.com/science/article/abs/pii/S0361476X18303990?via%3Dihub

Transformative experience in Buddhism: A case study

Chancey, J. B., Hong, J. Y., & Heddy, B. C. (2019). Transformative experience in Buddhism: A case study. Journal of Transformative Learning, 6(2), 27-38.
https://www.proquest.com/docview/2349149235?sourcetype=Scholarly%20Journals

Students at the center: Insights and implications of authentic, 5E instruction in high school language arts

Jeter, G., Baber, J., Heddy, B. C., Wilson, S., Williams, L., Atkinson, L., Dean, S., Garn, G., Lewis, C., & Stroukoff, A. (2019). Students at the center: Insights and implications of authentic, 5E instruction in high school language arts. Frontiers in Education, 4(91), 1- 11.
https://www.frontiersin.org/articles/10.3389/feduc.2019.00091/full

Extending the “Warming Trend” to writing transfer research: Investigating transformative experiences with writing concepts

Tarabochia, S. L. & Heddy, B. C. (2019). Extending the “Warming Trend” to writing transfer research: Investigating transformative experiences with writing concepts. Composition Forum, 41.
https://files.eric.ed.gov/fulltext/EJ1213663.pdf

Affordances of using mobile technology to support experience sampling method in examining college students’ engagement

Xie, K., Heddy, B. C., & Greene, B. A. (2019). Affordances of using mobile technology to support experience sampling method in examining college students’ engagement. Computers & Education, 128, 183-198.
https://www.learntechlib.org/p/201608/.

Motivation in response to monetized education. Education & Culture

Goldman, J. A., Heddy, B. C., & Laird, S. (2018). A Dialogue between Dewey and self- determination theory: Motivation in response to monetized education. Education & Culture: The Journal of the John Dewey Society, 34(2), 45-40.
https://www.researchgate.net/publication/322959849_A_Dialogue_between_Dewey_and_Self-Determination_Theory_Motivation_in_the_Wake_of_Monetizing_Education

Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals

DeBacker, T. K., Heddy, B. C., Kershen, J. L., Crowson, H. M., *Looney, K., & *Goldman, J. A. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology, 38(6), 711-733.
https://www.tandfonline.com/doi/full/10.1080/01443410.2018.1426833

The dynamic model of conceptual change

Nadelson, L. S., Heddy, B. C., Jones, S., Taasoobshirazi, G., & Johnson, M. L. (2018). The dynamic model of conceptual change. International Journal of Educational Psychology, 7(2), 151-195.
https://hipatiapress.com/hpjournals/index.php/ijep/article/view/3349

The Conceptual Change Cognitive Engagement Scale: Developing and validating an engagement instrument specifically for the conceptual change process

Heddy, B. C., Taasoobshirazi, G., Chancey, J. B., & Danielson, R. W. (2018). The Conceptual Change Cognitive Engagement Scale: Developing and validating an engagement instrument specifically for the conceptual change process. Frontiers in Education, 3(43), 1-9.
https://www.frontiersin.org/articles/10.3389/feduc.2018.00043/full

Transformative parents: Facilitating transformative experiences and interest with a parent involvement intervention

Heddy, B. C. & Sinatra, G. M. (2017). Transformative parents: Facilitating transformative experiences and interest with a parent involvement intervention. Science Education, 101(5), 765-786.
https://onlinelibrary.wiley.com/doi/10.1002/sce.21292

Teaching for transformative experiences in science: Developing and evaluating an instructional model

Pugh, K. J., Bergstrom, C. M., Heddy, B. C., & Krob, K. E. (2017). Teaching for transformative experiences in science: Developing and evaluating an instructional model. Journal of Experimental Education, 85(4), 629-657.
https://www.tandfonline.com/doi/full/10.1080/00220973.2016.1277333

Modifying knowledge, emotions, and attitudes about genetically modified foods

Heddy, B. C., Sinatra, G. M., Danielson, R. W., & Graham, J. (2017). Modifying knowledge, emotions, and attitudes about genetically modified foods. Journal of Experimental Education, 85(3), 513-533.
https://www.tandfonline.com/doi/full/10.1080/00220973.2016.1260523

Transforming college success: Making learning meaningful to at-risk students

Heddy, B. C., Sinatra, G. M., Seli, H., Taasoobshirazi, G., & Mukhopadhyay, A. (2017). Transforming college success: Making learning meaningful to at-risk students. Educational Psychology, 37(5), 565-581.
https://www.tandfonline.com/doi/full/10.1080/01443410.2016.1150420.

A multivariate model of conceptual change

Taasoobshirazi, G., Heddy, B. C., *Bailey, M., & *Farley, J. (2016). A multivariate model of conceptual change. Instructional Science, 44(2), 125-145.
https://files.eric.ed.gov/fulltext/EJ1183636.pdf

Teaching for transformative experiences in history: Experiencing controversial history ideas.

Alongi, M., Heddy, B. C., & Sinatra, G. M. (2016). Teaching for transformative experiences in history: Experiencing controversial history ideas. Journal of Social Science Education, 15(2), 26-41.
https://core.ac.uk/download/pdf/276125191.pdf

Revising and validating the Achievement Emotions Questionnaire – Teachers (AEQ-T)

Hong, J., Heddy, B. C., Nie, Y., Monobe, G., Ruan, J., You, S., & Kambara, H. (2016). Revising and validating the Achievement Emotions Questionnaire – Teachers (AEQ-T). International Journal of Educational Psychology, 5(1), 80-107.
https://hipatiapress.com/hpjournals/index.php/ijep/article/view/1395

The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and achievement

Muis, K. R., Pekrun, R., Azevedo, R., Sinatra, G. M., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and achievement. Learning and Instruction, 39, 168-183.
www.researchgate.net/publication/264710100_The_Curious_Case_of_Climate_Change_Epistemic_Emotions_Mediate_Relations_Between_Epistemic_Beliefs_Learning_Strategies_and_Learning_Outcomes

Bigger is not always better: Should educators aim for big transformative learning events or small transformative experiences?

Heddy, B. C. & Pugh, K. J. (2015). Bigger is not always better: Should educators aim for big transformative learning events or small transformative experiences? Journal of Transformative Learning, 3(1), 52-58.
https://www.researchgate.net/publication/278964565_Bigger_is_Not_Always_Better_Should_Educators_Aim_for_Big_Transformative_Learning_Events_or_Small_Transformative_Experiences

Engagement in science learning: How do we know it when we see it?

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). Engagement in science learning: How do we know it when we see it? Educational Psychologist, 50(1), 1-13.
https://www.tandfonline.com/doi/abs/10.1080/00461520.2014.1002924

Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution

Heddy, B. C. & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97(5), 723-744.
https://onlinelibrary.wiley.com/doi/10.1002/sce.21072

Variables associated to public acceptance of evolution in the United States

Heddy, B. C. & Nadelson, L. S. (2013). Variables associated to public acceptance of evolution in the United States. Evolution: Education and Outreach, 6(3), 1-14.
https://evolution-outreach.biomedcentral.com/articles/10.1186/1936-6434-6-3

A global perspective of the variables associated to acceptance of evolution

Heddy, B. C. & Nadelson, L. S. (2012). A global perspective of the variables associated to acceptance of evolution. Evolution: Education and Outreach, 5(3), 412-418.
https://evolution-outreach.biomedcentral.com/articles/10.1007/s12052-012-0423-0