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College of Humanities & Social Sciences

Photograph of Danya Corkin

Danya Corkin

Assistant Professor of Psychology

Office: N1063
(713) 221-2740
corkind@uhd.edu

​Dr. Danya Corkin earned a B.S. in Industrial Engineering from the University of Houston. Upon graduation, she worked as a Project Controls Engineer for Bechtel Corporation for seven years before deciding to pursue a Doctorate of Philosophy in Educational Psychology and Individual Differences from the University of Houston. She has worked as an education researcher and program evaluator for the Houston Independent School District, the University of Houston-Downtown (UHD), the Rice University School Mathematics Project, and the Biology and Biochemistry Department at the University of Houston. Her research interests include investigating the role of student motivation in academic achievement, particularly the degree to which students’ motivation predicts their persistence in Science, Technology, Engineering, and Mathematics (STEM) disciplines.  Dr. Corkin also has an interest in investigating the facets of active learning classroom environments that increase student motivation and improve achievement-related outcomes. Dr. Corkin’s research has been published in numerous peer-reviewed academic journals. She teaches courses in statistical and research methods in psychology.

​Doctor of Philosophy Educational Psychology and Individual Differences,    University of Houston

Master of Education Counseling,  University of Houston

Bachelor of Science Industrial Engineering,  University of Houston (Honors College)

  • ​PSY 2317    Statistical Methods in Psychology
  • PSY 3320    Research Methods in Psychology

Publications​

Corkin, D. M., Horn, C., & Pattison, D. (2017).  The effects of an active learning intervention in biology on college students' classroom motivational climate perceptions, motivation, and achievement, Educational Psychology, DOI: 10.1080/01443410.2017.1324128

Yu, S.L., Corkin, D. M., & Trenor, J. M. (2017). STEM motivation and persistence among underrepresented minority students: A social cognitive perspective. In J. DeCuir-Gunby & P. A. Schutz (Eds.), Race and ethnicity in the study of motivation in education (pp. 67–81). NY: Routledge.

Corkin, D. M., & Ekmekci, A. & Fan, W. (2016). The significance of teachers' mathematical knowledge for teaching and their math background on students' math achievement. Research Brief for the Houston Independent School District, 4(6), 1–6. Houston, TX: Houston Education Research Consortium, Rice Kinder Institute for Urban Research.

Corkin, D. M., Ekmekci, A., & Papakonstantinou, A. (2015). Antecedents of teachers' educational beliefs about mathematics and mathematical knowledge for teaching among in-service teachers in high poverty urban schools. The Australian Journal of Teacher Education, 40(9), 31–62.

Corkin, D. M., Wiesner, M., Reyna, R., & Shukla, K. (2015). The role of deviant lifestyles on violent victimization in multiple contexts. Deviant Behavior, 36, 405–428.

Corkin, D. M., Yu, S. L., Wolters, C.A. & Wiesner, M. (2014).  The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294–303.

Lindt, S.F., Corkin, D. M., & Yu, S.L. (2014). Using multiple methods to distinguish active delay and procrastination in college students. American International Journal of Contemporary Research, 4, 28–32.

Corkin, D. M., Waller, W, & Grau, I. (2014). Investigating the influence of four interventions on College Algebra achievement. In S. Whalen (Ed.), Proceedings of the 10th national symposium on student retention, Louisville, Kentucky. (pp. 598–609). Norman, OK: The University of Oklahoma.

Wolters, C.A. & Corkin, D. M. (2012).  Procrastination and learning. In N. Seel (Ed.). The Encyclopedia of the Sciences of Learning. Springer: NY.

Corkin, D. M., Yu, S. L., & Lindt S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 11, 602-606.

Fan, W., Williams, C. M., & Corkin, D. M. (2011). A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors. Psychology in the Schools, 48, 632–647.

Corkin, D. M., Arbona, C., Coleman, N., & Ramirez, R. (2008).  Dimensions of career indecision among Puerto Rican college students.  Journal of College Student Development, 49, 81–94.

GRANTS

Ekmekci, A., & Corkin, D. The Nexus of Teacher Quality and Students' Social Cognitive Career Outcomes in Science, Technology, Engineering, and Mathematics (STEM). Funding Agency: Spencer Foundation. $34,805. (2017-2019). Spencer Grant # 201800021.

National Science Foundation: $1,112,471 (three years) – Not funded (2016; deemed competitive). STEM+C: Pythagoras through Python (PtP) - Integrating Computational Thinking into Geometry. Rice University. (PI: Joe Warren; Co-PI: Danya Corkin).

National Science Foundation: $1,484,025 (five years) – Funded. (2015). Robert Noyce Teacher Scholarship Program: The Rice University Robert Noyce Master Teaching Fellowship Program (RU-MTF). School Mathematics Project (RUSMP), Rice University. (PI: Anne Papakonstantinou; Research Team Leader: Danya Corkin).

Education Research Service Projects (ERSP), American Educational Research Association: $3,000 (one year) – not funded but deemed competitive. A Qualitative Study Examining the Barriers to Implementation of Constructivist Teaching Approaches among Mathematics Teachers in a High-Poverty Urban School District. Rice University. (PI: Danya Corkin)

PRESENTATIONS

Corkin, D. M., Ekmekci, A., & Fisher, A., (April 2017). The effects of a culturally relevant intervention on computer science motivation among underrepresented minority students in high school geometry. Paper presented at the 2017 Annual Meeting of the American Educational Research Association. (Presenter)

Corkin, D. M., Ekmekci, A., & Coleman, S. (March 2017). Barriers to math teachers' constructivist teaching implementation. Paper presented at the 44th Annual Conference of the Research Council on Mathematics Learning. Fort Worth, TX. (Presenter)

Corkin, D. M., Ekmekci, A., & Papakonstantinou, A. (April 2016) Mathematics teachers' motivational beliefs: The effect of the school-work environment. Paper presented at the 2016 Annual Meeting of the American Educational Research Association. (Presenter)

Corkin, D. M., Horn, C., & Patterson, D. (April 2016) The effect of pedagogical enhancements on college students' motivation and classroom climate beliefs in biology. Paper presented to the 2016 Annual Meeting of the American Educational Research Association. (Presenter)

Yu, S. L., Corkin, D. M., & Martin, J. P. (April 2016). STEM motivation and persistence among underrepresented minorities: Two social cognitive perspectives. In P. Schutz & J. Decuir-Gunby (Chairs), Researching race and ethnicity in the study of motivation in educational contexts. Presented as part of the Symposium of the Motivation in Education SIG of the Annual Meeting of the 2016 American Educational Research Association.

Corkin, D. M., Ekmekci, A., White, C., & Fisher, A. (February 2016). Teachers' self-efficacy and knowledge for the integration of technology in mathematics instruction at urban schools. Poster presented at the 2016 Meeting of the Research Council on Mathematics Learning, Orlando, FL. (Presenter)

Ekmekci, A., Corkin, D. M., & Papakonstantinou, A., (February 2015) The relationship between teacher related factors and mathematics teachers' educational beliefs about mathematics. Paper presented at the 2015 Annual Conference of the Research Council on Mathematics Learning, Las Vegas, Nevada. (Presenter)

Ekmekci, A., Corkin, D. M., & Papakonstantinou, A. (April 2015) Technology use habits of mathematics teachers. Paper presented at the 2015 Annual Meeting of American Educational Research Association, Chicago, IL.

 

TEACHING EXPERIENCE

Assistant Professor of Psychology, University of Houston-Downtown, Houston, TX. (Beginning Fall 2017)

Adjunct Assistant Professor, Research Methods, Department of Psychology, Rice University, Houston, TX.

Adjunct Professor, Introduction to Statistics in the Social Sciences, Department of Social Sciences, University of Houston-Downtown, Houston, TX.

Adjunct Professor, Multivariate Statistical Analysis in Educational Research, Department of Educational Psychology, University of Houston, Houston, TX.

Teaching Assistant, Intermediate Statistical Analysis in Educational Research, Department of Educational Psychology, University of Houston, Houston, TX.

Teaching Assistant, Human Development and Family Studies, Department of Educational Psychology, University of Houston, Houston, TX.


Last updated 10/2/2017 3:40 AM