Jessica J Summers

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Scholarly Contributions

Books

• Davis, H. A., Miller, L., & Summers, J. J. (2012).

  An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Classroom Insights from Educational Psychology.

  . doi:10.4135/9781483387383
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  Preface Acknowledgments About the Authors Introduction: What Are Your Implicit Theories of Classroom Management? Part I. Management as a Function of Student Engagement 1. What Does It Mean for Students to Be Engaged? 2. How Do I Organize My Classroom for Engagement? 3. How Do I Create a Classroom Climate That Supports Engagement? Part II. Management as a Function of Classroom Relationships 4. How Do I Model Caring in Relationships With Students? 5. How Can I Build Supportive Peer Relationships? 6. How Do I Connect With Diverse Students? Part III. Management as a Function of Teacher Self-Regulation 7. What Does It Mean to Self-Regulate My Classroom Management Tasks? 8. How Can I Improve and Sustain Relationship Quality? References and Further Reading Index
• Davis, H. A., Summers, J. J., & Miller, L. (2012). An interpersonal approach to classroom management. A volume for the APA Division 15 Classroom Insight Series.. Thousand Oaks, CA: Corwin Press..

Journals/Publications

• Falco, L. D., & Summers, J. J. (2021).

  Social Persuasions in Math and their Prediction of STEM Courses Self-Efficacy in Middle School

  . Journal of Experimental Education, 89(2), 326-343. doi:10.1080/00220973.2019.1681350
• Falco, L. D., & Summers, J. J. (2019).

  The Development and Validation of a New Measure of Adolescent Purpose

  . The Journal of Experimental Education, 88(1), 47-71. doi:10.1080/00220973.2019.1575178
• Falco, L. D., & Summers, J. J. (2019). Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention. JOURNAL OF CAREER DEVELOPMENT, 46(1), 62-76.
• Falco, L. D., & Summers, J. J. (2019). Social Persuasions in Math and Their Prediction of STEM Courses Self-Efficacy in Middle School. JOURNAL OF EXPERIMENTAL EDUCATION.
• Summers, J. J., & Falco, L. D. (2020). The Development and Validation of a New Measure of Adolescent Purpose. JOURNAL OF EXPERIMENTAL EDUCATION, 88(1), 47-71.
• Cole, J. S., Bergin, D. A., & Summers, J. (2018). A lottery improves performance on a low-stakes test for males but not females. ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE, 25(5), 488-503.
• Falco, L. D., & Summers, J. J. (2017).

  Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention

  . Journal of Career Development, 46(1), 62-76. doi:10.1177/0894845317721651
• Summers, J. J., Davis, H. A., & Hoy, A. W. (2017). The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality. LEARNING AND INDIVIDUAL DIFFERENCES, 53, 17-25.
• Bergin, D. A., Cole, J. S., & Summers, J. J. (2016).

  A lottery improves performance on a low-stakes test for males but not females

  . Assessment in Education: Principles, Policy & Practice. doi:10.1080/0969594x.2016.1224812
• Cho, M., & Summers, J. J. (2012). Factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in Asynchronous Online Learning Environments (AOLE).. Journal of Interactive Learning Research, 23(1), 5-28.
• Kay, D., Summers, J. J., & Svinicki, M. D. (2011).

  Conceptualizations of Classroom Community in Higher Education: Insights from Award Winning Professors.

  . Journal of ethnographic and qualitative research.
• Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 35(1), 88-99.
• Falco, L. D., Summers, J. J., & Bauman, S. (2010). Encouraging mathematics participation through improved self-efficacy: A school counseling outcomes study. Educational Research and Evaluation, 16(6), 529-549.
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  Abstract: This article presents findings from a study investigating the effects of a middle school counseling intervention, using a specially designed curriculum, on participating students' attitudes, self-efficacy, and performance in mathematics. Hierarchical linear modeling was used to test for main effects between condition and sex and condition x sex interaction effects on all outcome measures across 3 time points: Pre-intervention, post-intervention, and follow-up. At pre-intervention, boys were significantly higher than girls on all variables except for performance in math. Models for growth indicated that students in the experimental group improved at a significant rate compared to girls in the control group on motivation, value, enjoyment, and confidence in mathematics. Implications of the findings are therefore particularly relevant for girls, who may benefit from interventions designed to increase their attitudes and self-efficacy for mathematics. © 2010 Taylor & Francis.
• Bauman, S., & Summers, J. J. (2009). Peer Victimization and Depressive Symptoms in Mexican American Middle School Students: Including Acculturation as a Variable of Interest. HISPANIC JOURNAL OF BEHAVIORAL SCIENCES, 31(4), 515-535.
• Ciani, K. D., Easter, M. A., Summers, J. J., & Posada, M. L. (2009). Cognitive biases in the interpretation of autonomic arousal: A test of the construal bias hypothesis. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 34(1), 9-17.
• Summers, J. J., Bergin, D. A., & Cole, J. S. (2009). Examining the relationships among collaborative learning, autonomy support, and student incivility in undergraduate classrooms. LEARNING AND INDIVIDUAL DIFFERENCES, 19(2), 293-298.
• Turner, J. E., Waugh, R. M., Summers, J. J., & Grove, C. M. (2009). Implementing high-quality educational reform efforts: An interpersonal circumplex model bridging social and personal aspects of teachers' motivation. Advances in Teacher Emotion Research: The Impact on Teachers' Lives, 253-271.
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  Abstract: Professional-development is often a catalyst for transforming research-based theories and findings into best-teaching-practices and increased student-achievement within whole-school reform efforts. In the following chapter, we present a theoretical model that integrates social aspects of personal motivation (i.e., Self-Determination Theory), personal aspects of motivation (i.e., Control-Value Theory), and circumplex models of interpersonal relationships to understand factors that affect teachers' implementation of promising ideas presented in professional development. From a Self-Determination Theory perspective, individuals' intrinsic motivation is facilitated through environmental supports of three elements: autonomy, competence, and relatedness. From a Control-Value Theory perspective individuals' motivations and emotional correspondents are due to personal judgments regarding issues of personal control (e.g., agency/self-efficacy) and personal values (e.g., goals). We integrate these theories, and present a circumplex model to describe two primary dimensions of principals' interactional behaviors that provide overt and covert messages about their support (or lack of support) for teachers' autonomy and competence. We propose that principals' supportive or unsupportive behaviors merge with teachers' personal values and perceptions of control to shape teachers' motivations for implementing high-quality professional development for whole-school reform. © 2009 Springer-Verlag US.
• Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). A "top-down" analysis of high school teacher motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 33(4), 533-560.
• Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). Gender Differences in Academic Entitlement Among College Students. JOURNAL OF GENETIC PSYCHOLOGY, 169(4), 332-344.
• Ciani, K. D., Summers, J. J., Easter, M. A., & Sheldon, K. M. (2008). Collaborative learning and positive experiences: does letting students choose their own groups matter?. EDUCATIONAL PSYCHOLOGY, 28(6), 627-641.
• Rodgers, K. A., & Summers, J. J. (2008). African American students at predominantly white institutions: A motivational and self-systems approach to understanding retention. EDUCATIONAL PSYCHOLOGY REVIEW, 20(2), 171-190.
• Summers, J. J., & Svinicki, M. D. (2007). Investigating classroom community in higher education. LEARNING AND INDIVIDUAL DIFFERENCES, 17(1), 55-67.
• Summers, J. J. (2006). Effects of collaborative learning in math on sixth graders' individual goal orientations from a socioconstructivist perspective. Elementary School Journal, 106(3), 273-290.
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  Abstract: Using socioconstructivism as a theoretical framework, this study investigated the ways in which classrooms that used peer learning groups influenced students' goals. Specifically, my goal was to examine collaborative learning as a process that may influence individuals' social and achievement goals. After confirming that 2 sixth-grade math teachers had fundamental beliefs supporting socioconstructivist practices, I administered surveys designed to measure achievement and social goals in their math classes to approximately 200 of their students at 2 times during the school year. I used hierarchical linear modeling techniques, with mastery, performance-approach, and performance-avoidance goals as dependent variables at Time 2 and a selection of social goals and achievement goals as independent variables at Time 1. At the collaborative learning level, shared achievement goals were measured by asking students questions about the importance of group work, calculated as a mean score for students in their respective peer learning groups. For the more experienced math teacher, results indicated that students in groups that collectively valued the academic goals of group work were likely to adopt individual motivational strategies associated with performance-avoidance goals over time. I discuss explanations for this dynamic and suggestions for future research examining individual goals in the context of socioconstructivist teaching practices. © 2006 by The University of Chicago. All rights reserved.
• Summers, J. J., & Davis, H. A. (2006). Introduction: The interpersonal contexts of teaching, learning, and motivation. Elementary School Journal, 106(3), 189-192.
• Beretvas, S. N., Gorin, J. S., Summers, J. J., & Svinicki, M. D. (2005).

  Evaluating Collaborative Learning and Community

  . Journal of Experimental Education. doi:10.3200/jexe.73.3.165-188
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  The goal of this study was to validate measures and assess the effects of collaborative group-learning methods in real classrooms on 3 specific dependent variables: feelings of campus connectedness, academic classroom community, and effective group processing (2 factors). Confirmatory factor analyses were conducted to evaluate a 4-factor model. Using hierarchical linear modeling techniques, results indicated that campus connectedness and collaborative learning (compared with no collaborative learning) predicted positive academic classroom community. For classes using more formal cooperative group work, campus connectedness and group processingndash;evaluation predicted positive academic classroom community. Suggestions for further applications of the measures are discussed.
• Summers, J. J., Beretvas, S. N., Svinicki, M. D., & Gorin, J. S. (2005). Evaluating collaborative learning and community. Journal of Experimental Education, 73(3), 165-188.
  More info

  Abstract: The goal of this study was to validate measures and assess the effects of collaborative group-learning methods in real classrooms on 3 specific dependent variables: feelings of campus connectedness, academic classroom community, and effective group processing (2 factors). Confirmatory factor analyses were conducted to evaluate a 4-factor model. Using hierarchical linear modeling techniques, results indicated that campus connectedness and collaborative learning (compared with no collaborative learning) predicted positive academic classroom community. For classes using more formal cooperative group work, campus connectedness and group processing-evaluation predicted positive academic classroom community. Suggestions for further applications of the measures are discussed.
• Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233-250.
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  Abstract: In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students' final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the "no significant difference phenomenon," described in Russell's (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses. © 2005 Springer Science+Business Media, Inc.
• Summers, J. J., Schallert, D. L., & Ritter, P. M. (2003). The role of social comparison in students' perceptions of ability: An enriched view of academic motivation in middle school students. Contemporary Educational Psychology, 28(4), 510-523.
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  Abstract: This study addressed notions derived from a model by Tesser, Campbell, and Smith (1984) of self-concept and how it is influenced by social relationships. We were interested in whether the self-evaluation maintenance model (SEM) would allow us to investigate more directly the value component in expectancy-value models of achievement motivation. Using distinctions often made about different motivational orientations, we discovered a three-way interaction between level of mastery orientation (high or low), relevance of math (high or low), and target of rating (self or 7th grade friend) on students' perception of ability in math. Thus, the SEM model was supported but only for students reporting a low mastery orientation. For them, those who reported math as highly relevant estimated their own ability as significantly higher than their friend's, whereas those reporting math as less relevant showed no difference in estimates of ability between self or friend. For high mastery oriented students, no differences were found. © 2003 Elsevier Science (USA). All rights reserved.
• Summers, J. J., Svinicki, M. D., Gorin, J. S., & Sullivan, T. A. (2002). Student feelings of connection to the campus and openness to diversity and challenge at a large research university: Evidence of progress?. Innovative Higher Education, 27(1), 53-64.
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  Abstract: Previous research conducted by Pascarella and his colleagues (1996) has shown that undergraduate students tend to change toward greater openness and tolerance to diversity from their freshman to their sophomore year. Although the study by Pascarella includes many different types of universities in the United States, the average size of the entering freshman class in their research was reported to be approximately 4,000 students. While these findings are extremely valued in a general sense, Pascarella believed that they might not be found at very large universities. To our surprise, our findings indicated that large universities may have higher levels of openness to diversity and campus connectedness than what was originally explained by Pascarella. © 2002 Human Sciences Press, Inc.

Presentations

• Falco, L. D., Oguilve, V., Castek, J. M., & Summers, J. J. (2019, October). Filmschool for Global Scientists: Teaching Students to Make Meaning in Multimodal Ways.. Biennial Meeting of the Scholarly Consortium for Innovative Psychology in Education. Savannah, GA: Scholarly Consortium for Innovative Psychology in Education.
• Summers, J. J., Falco, L. D., & Aly, G. (2019, April). Group-Efficacy Beliefs in Cooperative Learning Contexts.. Annual Meeting of the American Educational Research Association. Toronto, Canada: American Educational Research Association.
• Summers, J. J., Falco, L. D., & Metzger, S. (2017, Spring). Social persuasions: Sources and relation to STEM self-efficacy. American Educational Research Association. San Antonio, TX: AERA.
• Falco, L. D., & Summers, J. J. (2016, Spring). The MAP to purpose: A model of youth purpose, motivation and civic engagement in adolescence. American Educational Research Association. Washington, DC: AERA.
• Turner, J. E., Summers, J. J., Liu, S., & Almond, R. (2015, Spring). Investigating students’ emotional dynamics when working in small groups. American Educational Research Association. Chicago, IL: AERA.
• Summers, J. J., Turner, J. E., & Liu, S. (2014, Spring). Group processes in college classrooms: A control-value theory framework. American Educational Research Association. Philadelphia, PA: AERA.

Poster Presentations

• Falco, L. D., & Summers, J. J. (2016, Spring). Supporting STEM career development among high school girls: A small group intervention. American Counseling Association. Montreal, Quebec: ACA.