Jeannine Turner

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Negative cognitive errors, attributional style, positive and negative events, peer-nominated competence, and self-reported depression were assessed in 356 fourth, sixth, and eighth graders. Data supported theoretical models in which attributional style and cognitive errors mediated the relation of competence to depression. Data did not support models in(More)
Across two years, we examined the effects of teachers' attempts to implement computer supported collaborative learning (CSCL) communities in classrooms in two high schools on students' knowledge building, strategic learning, and perceptions of the classroom environment. In year one, 429 (fall) and 317 (spring) students in the classes of 8 teachers and in(More)
We studied developmental changes in the relation between cognitive style (i.e., attributional style and cognitive errors) and depression in children. Subjects included 409 fourth-, sixth-, and eighth-grade school children. We hypothesized (1) that evidence congruent with a cognitive diathesis model of depression would emerge with development across middle(More)
To contribute to a description of motivation variables across time, the authors examined temporal changes in these variables as the time to pursue a test-taking goal approached. In three samples, expected performance, grade-level standards, and perceived adequacy of effort decreased as the test time approached, but other indices of motivation did not always(More)
Although debilitating effects of experiencing shame are posited in several theories of emotion and motivation, little research has been conducted on individuals' "in-the-moment" feelings of shame (i.e., state shame). However, researching state shame is challenging because individuals may deny or underreport their feelings of shame, tend to self-isolate when(More)
We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of(More)
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