Stuart Karabenick received his PhD in Personality and Developmental Psychology from the University of Michigan and is currently Research Professor in the Combined Program in Education and Psychology (CPEP). His research interests focus on student and teacher motivation and self-regulated learning, especially students’ use of and access to helping resources and social networks, as well as the study of cultural influences on learning and motivation. Research projects in progress include how teachers’ beliefs about their professional responsibilities influence their approaches to teaching and professional commitment, teachers’ motivation for professional development, and student help seeking. He is currently co-editor of the long-standing series on Motivation and Achievement. His professional roles have included associate editorship of Learning and Instruction and coordinator of the Motivation and Emotion SIG of the European Association for Learning and Instruction.
This proposed study will examine how networks of connectivity (both social and academic) among courses, students, and faculty relate to student engagement and learning outcomes. The study will employ a social network research methodology, using surveys and data from MPathways to identify existing relationships and patterns of interaction at various levels: student-student, student-instructor, student-course, instructor-instructor, instructor-course, and course-course. This will allow us to examine, for example, how different majors, student activities (e.g., clubs, team sports), or living arrangements (dormitory/off campus, fraternity/sorority, themed housing) may relate to student motivation and engagement with learning activities, rates of retention, satisfaction, and academic achievement. We will particularly examine the emerging role that technology plays in creating connections between the multiple levels and domains of interaction across the university.
Lauermann, F., & Karabenick, S. A. (in press). The meaning and measure of teachers’ sense of responsibility for educational outcomes. Teaching and Teacher Education.
Karabenick, S. A. (2011). Classroom and technology-supported help seeking: The need for converging research paradigms. Learning and Instruction, 21(2), 290–296.
Dever, B. V., & Karabenick, S. A. (2011). Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement. School Psychology Quarterly, 26(2), 131–144.
Kumar, R., Seay, N., & Karabenick, S. (2011). Shades of white: Identity status, stereotypes, prejudice, and xenophobia. Educational Studies, 47(4), 347–378.
Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self-regulated help seeking. New Directions for Teaching and Learning, 126(1), 33–43.
Lauermann, F., & Karabenick, S. A. (2011). Taking teacher responsibility into account(ability): Explicating its multiple components and theoretical status. Educational Psychologist, 46(2), 122–140.
Berger, J-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning & Instruction, 21(3),416–428.