S
Susan Bobbitt Nolen
Researcher at University of Washington
Publications - 61
Citations - 3605
Susan Bobbitt Nolen is an academic researcher from University of Washington. The author has contributed to research in topics: Teacher education & Teaching method. The author has an hindex of 22, co-authored 59 publications receiving 3412 citations. Previous affiliations of Susan Bobbitt Nolen include Arizona State University & Arizona State University at the West campus.
Papers
More filters
Journal ArticleDOI
Reasons for studying: Motivational orientations and study strategies.
TL;DR: This article explored the relationship among individual differences in three motivational or goal orientations and valuing and use of study strategies by eighth graders reading expository passages and found that task orientation was positively correlated with both perceived value and the use of strategies requiring deep processing of information.
Journal ArticleDOI
Adolescents' theories of education.
Journal ArticleDOI
Effects of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior
TL;DR: This paper examined the effects of the Second Step social-emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior, finding that intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children.
Journal ArticleDOI
Personal and environmental influences on students' beliefs about effective study strategies
TL;DR: In this article, a model of the influence of personal and environmental factors on students' valuing of two deep-processing strategies for studying expository texts was described, and questionnaires from 281 high-school science students were collected near the beginning and end of the school year.
Journal ArticleDOI
Motivation and studying in high school science
TL;DR: The authors found that belief in the usefulness of strategies requiring deep processing of information was more strongly positively related to task orientation than to ego orientation in all groups and that task orientation was positively associated with belief in utility of surface-level strategies (e.g., rote memorization of facts).