The undergraduate research laboratory as a method of enhancing science–practice integration

References

• Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1982). Self efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi:10.1037/0003-066X.37.2.122
   Web of Science ®Google Scholar
• Bandura, A., & Huston, A. C. (1961). Identification as a process of incidental learning. The Journal of Abnormal and Social Psychology, 63, 311–318. doi:10.1037/h0040351
   PubMed Web of Science ®Google Scholar
• Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586–598. doi:10.1037/0022-3514.41.3.586
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.10.1007/978-1-4899-2271-7
   Google Scholar
• Duncan, A. (2011, March 25). Arne Duncan on American education: “We have a crisis on multiple levels”. Retrieved from http://www.pbs.org/wnet/need-to-know/video/video-arne-duncan-on-american-education-we-have-a-crisis-on-multiple-levels/8230/
   Google Scholar
• Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
   Google Scholar
• Fiume, C. (2013). The effect of context on productivity, perceived task importance, urgency, and difficulty (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Fiume, C., & Heesacker, M. (2014, May). The effect of role induction on productivity. Poster presented at the 26th annual convention of the Association for Psychological Science, San Francisco, CA.
   Google Scholar
• Fiume, C., & Heesacker, M. (2015). The busyness paradox: When people are busy they report completing more important and difficult tasks. Journal of Occupational and Organizational Psychology. Manuscript submitted for publication.
   PubMedGoogle Scholar
• Fiume, C., Heesacker, M., & Higley, B. P. (2015). The effect of adopting the work role vs the rest (or chill) role on goal completion, goal importance, and goal urgency. Manuscript submitted for publication.
   Google Scholar
• Freire, P. (1993). Pedagogy of the oppressed: New revisited 20th anniversary edition. New York, NY: Continuum.
   Google Scholar
• Frick, S., Heesacker, M., & Higley, B. P. (2015). Playing the WATER Game with others: Predicting group goal achievement. Manuscript submitted for publication.
   Google Scholar
• Frick, S. E. (2014). Group goal achievement (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Friedman, R. S., & Förster, J. (2001). The effects of promotion and prevention cues on creativity. Journal of Personality and Social Psychology, 81, 1001–1013. doi:10.1037/0022-3514.81.6.1001
   PubMed Web of Science ®Google Scholar
• Heesacker, M., Higley, B. P., Enders, L., Weldon, N., & Hill, C. E. (2015). A consensual qualitative research investigation of factors associated with educational excellence in collegiate classrooms. Manuscript submitted for publication.
   Google Scholar
• Higley, B. P. (2000). Modifiable factors that contribute to activity adherence across various activities (Master’s thesis). University of Florida.
   Google Scholar
• Higley, B. P. (2006). Strengthening willpower: Evaluating the effectiveness of an “adherence efficacy” intervention (Doctoral dissertation). University of Florida. Retrieved from http://www.archive.org/stream/strengtheningwil00higl/strengtheningwil00higl_djvu.txt
   Google Scholar
• Higley, B. P. ( n.d.). Excellence University. Retrieved from http://www.excellenceuniversity.net/
   Google Scholar
• Higley, B. P. Heesacker, M., & Frick, S. (2015). H₂O-centered education: Helping life, liberty, and the pursuit of happiness “flow” more freely. Manuscript submitted for publication.
   Google Scholar
• Higley, B. P., Heesacker, M., & Johnson, J. (2015). H₂O for educators: Helping life, liberty, and the pursuit of happiness “flow” more freely. Manuscript submitted for publication.
   Google Scholar
• Higley, B. P., Heesacker, M., & Mistler, B. (2015). Execution crisis! A practical guide for getting things done in business (and in life). Unpublished manuscript.
   Google Scholar
• Higley, B. P., Heesacker, M., & Mistler B. (2015). Watering the tree of excellence: Execution-focused strategic planning for inevitable success. Gainesvile, FL: University of Florida. Unpublished manuscript.
   Google Scholar
• Higley, B. P., Heesacker, M., Johnson, J., & Frick, S. E. (2015). WATER-Centered Education (WE): Helping quality education flow more freely. Gainesvile, FL: Department of Psychology, University of Florida. Unpublished manuscript.
   Google Scholar
• Hill, C. E. (2009). Helping skills: Facilitating exploration, insight, and action (3rd ed.). Washington, DC: American Psychological Association.
   Google Scholar
• Hill, C. E. (Ed.). (2012). Consensual qualitative research: A practical resource for invesigating social science phenomena. Washington, DC: American Psychological Association.
   Google Scholar
• Hochbaum, G. M. (1958). Public participation in medical screening programs: A socio-psychological study. Washington, DC: US Department of Health, Education, and Welfare, Public Health Service, Bureau of State Services, Division of Special Health Services, Tuberculosis Program.
   Google Scholar
• Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey Bass.
   Google Scholar
• Johnston, J. (2013). Help wanted: Interpreting how the types of support desired and received influence satisfaction (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Johnston, J. M., Heesacker, M., Martinez, P. N., Frick, S. E., Kelly, M. N., Vernay, C. N., & Goldsmith, E. E. (2014, May). Everyday experiences of social support extend optimal matching theory. Poster presented at the Midwestern Psychological Association Conference, Chicago, IL.
   Google Scholar
• Johnston, J. M., Heesacker, M., Martinez, P. N., Frick, S. E., Kelly, M. N., Vernay, C. N., & Goldsmith, E. E. (2015). Everyday experiences of social support confirm and extend Cutrona’s optimal matching theory. Journal of Social and Clinical Psychology. Manuscript submitted for publication.
   PubMedGoogle Scholar
• Jordan, J. A. (2012). Men and women use gender stereotypes to their advantage, while ostensibly rejecting them (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Jordan, J. A., Heesacker, M., & Fiume, C. (2015). Men and women use gender stereotypes to their advantage while ostensibly rejecting them. Psychology of Women Quarterly. Manuscript submitted for publication.
   PubMedGoogle Scholar
• Kritsas, H. A. (2014). Individual goal achievement (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Kritsas, H. A., Heesacker, M., & Higley, B. P. (2015). Playing the WATER Game by oneself: Predicting individual goal achievement. Manuscript submitted for publication.
   Google Scholar
• Lee, J., McInerney, D. M., Liem, G. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35, 264–279. doi:10.1016/j.cedpsych.2010.04.004
   Web of Science ®Google Scholar
• Lüftenegger, M., Schober, B., van de Schoot, R., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 22, 27–36. doi:10.1016/j.learninstruc.2011.06.001
   Web of Science ®Google Scholar
• Maddux, J. E. (1993). Social cognitive models of health and exercise behavior: An introduction and review of conceptual issues. Journal of Applied Sport Psychology, 5, 116–140. doi:10.1080/10413209308411310
   Google Scholar
• Martinez, P. (2013). The effects of locus of control on time perception and goal achievement (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• McDonald, D. G. (1997). Psychology’s surge in undergraduate majors. Teaching of Psychology, 24, 22–26.10.1207/s15328023top2401_4
   Web of Science ®Google Scholar
• Meehl, P. E. (1973). Why I don’t attend case conferences. In P. E. Meehl (Ed.), Psychodiagnosis: Selected papers (pp. 225–302, Chapter 13). Minneapolis: University of Minnesota Press.
   Google Scholar
• Murad, M. H., Coto-Yglesias, F., Varkey, P., Prokop, L. J., & Murad, A. L. (2010). The effectiveness of self-directed learning in health professions education: A systematic review. Medical Education, 44, 1057–1068. doi:10.1111/j.1365-2923.2010.03750.x
   PubMed Web of Science ®Google Scholar
• Pendley, C. L., Higley, B. P., Mistler, B. J., & Taylor, J. M. (2006, March). Enhancing life satisfaction among high school adolescents. Poster session presented at the Society for Research on Adolescents’ Biennial Conference, San Francisco, CA.
   Google Scholar
• Perkins, K. E. (2012). Exploring situational and personal conditions under which procrastination may be beneficial (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Perkins, K. E., & Heesacker, M. (2015a). Participants’ expectations of test performance predicted their scores better than test anxiety, general anxiety, procrastination, or perceived test difficulty. Contemporary Educational Psychology. Manuscript submitted for publication.
   Google Scholar
• Perkins, K. E., & Heesacker, M. (2015b). Validating measures of anxiety, test anxiety, and procrastination. Assessment & Evaluation in Higher Education. Manuscript submitted for publication.
   Google Scholar
• Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead.
   Google Scholar
• Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47, 1102–1114. doi:10.1037/0003-066X.47.9.1102
   PubMed Web of Science ®Google Scholar
• Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (1995). Changing for good. New York, NY: Avon Books.
   Google Scholar
• Rogers, C. R. (1961). On becoming a person. New York, NY: Houghton Mifflin.
   Google Scholar
• Rogers, R. W. (1975). A protection motivation theory of fear appraisals and attitude change. The Journal of Psychology, 91, 93–114. doi:10.1080/00223980.1975.9915803
   PubMed Web of Science ®Google Scholar
• Ronis, D. L., Yates, J. F., & Kirscht, J. P. (1989). Attitudes, decisions, and habits as determinants of behavior. In A. R. Pratkanis, S. J. Breckler, & A. G. Greenwald (Eds.), Attitude structure and function (pp. 213–239). New York, NY: Erlbaum.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.6810.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Sharkey, M. J. (2013). An experimental investigation of the effects of intra- and intergroup competition and cooperation on individual performance (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Shermer, M. (2002). Why people believe weird things: Pseudoscience, superstition, and other confusions of our time. New York, NY: Henry Holt.
   Google Scholar
• Tavakolizadeh, J., & Qavam, S. (2011). Effect of teaching of self-regulated learning strategies on attribution styles in students. Electronic Journal of Research in Educational Psychology, 9, 1087–1102. ISSN: 1696-2095.
   Google Scholar
• Taylor, J. M., Pendley, C. L., Higley, B. P., & Mistler, B. J. (2006, October). Life satisfaction intervention: Increasing adolescent adherence, achievement, and relationship abilities. Poster session presented at the University of Florida Conference of the Social Sciences, Gainesville, FL.
   Google Scholar
• Taylor, V., & Walton, G. M. (2011). Stereotype threat undermines academic learning. Personality and Social Psychology Bulletin, 37, 1055–1067. doi:10.1177/0146167211406506
   PubMed Web of Science ®Google Scholar
• Tobbell, J. (2000). The oppressive curriculum: Viewing the national curriculum through the Freirean lens. Annual Review of Critical Psychology, 2, 204–205.
   Google Scholar
• Vernay, C. N., Heesacker, M. Fawcett, A., Turner, M., & Wonderlin, K. (2014, March). When they’re better off without you: The detrimental effects of mismatched social support on goal achievement. Poster presented at the Undergraduate Research Forum, Gainesville, FL.
   Google Scholar
• Warman, K. D. (2014). The effect of saying “I don’t have time” on goal achievement (Honors thesis). University of Florida, Gainesville, FL.
   Google Scholar
• Webb, A. R., & Speer, J. R. (1985). The public image of psychologists. American Psychologist, 40, 1063–1064.10.1037/0003-066X.40.9.1063.b
   Web of Science ®Google Scholar
• Wijnia, L., Loyens, S., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36, 101–113. doi:10.1016/j.cedpsych.2010.11.003
   Web of Science ®Google Scholar