Motivation in Education Research Group

Research Team

Jessica Gladstone, M.A.: Jessica received her Bachelor's and Master's degrees in Applied Psychology from the University of West Florida. Her honors thesis investigated the emotional levels of adolescents in remedial classes as compared to adolescents in non-remedial classes. Her master’s thesis investigated personality, perfectionism, stress, and engagement among university faculty. She has also worked with Dr. Sam Mathews and Dr. Erica Jordan at the University of West Florida where she assisted in studies exploring efficacy and career decision processes and in studies exploring childhood discipline and punishment. Jessica is currently pursuing her Ph.D. in Human Development specializing in Developmental Science and Educational Psychology under the mentorship of Dr. Allan Wigfield. Her interests span topics relating to achievement motivation and engagement and the various social and internal factors that may influence a student’s motivation and engagement.

Annette Ponnock

Annette Ponnock, Ph.D.: Annette received her Ph.D. in Educational Psychology from Temple University in 2017. She is currently a Postdoctoral Fellow in the Department of Human Development and Quantitative Methodology at the University of Maryland. Her research focuses on student and teacher motivation and cognition, particularly in science education. Annette received her M.A. in Psychology from the University of Santa Monica and her B.A. in Political Science from the University of Miami. 

Lara Turci

Lara Turci, M.Ed.: Lara is a third year Ph.D. student in the Department of Human Development and Quantitative Methodology at the University of Maryland, College Park. She received her B.A. in English from Rhodes College and M.Ed. in Educational Psychology: Applied Developmental Science from the University of Virginia. Her research interests include the development and socialization of achievement motivation, with particular focus on parent-child interactions and the adoption and effects of implicit beliefs on achievement behaviors.