Serrano Corkin, D. M., Lindt, S.F., Williams, P.W. (2020). The effects of a positive college classroom motivational environment on procrastination and achievement. Learning Environments Research. https://doi.org/10.1007/s10984-020-09331-0
Cho, K. & Serrano, D. M. (2020). Non-cognitive predictors of academic achievement among non-traditional and traditional college students. Manuscript submitted for publication. [Journal of Continuing Higher Education].
Serrano Corkin, D. M., Ekmekci, A. & Fisher, A. (2020). Integrating culture, art, geometry, and coding to enhance computer science motivation among underrepresented minoritized high school students. The Urban Review. https://doi.org/10.1007/s11256-020-00586-8
Serrano Corkin, D. M., Ekmekci, A., & Coleman, S. (2019). Navigating the challenges of student-centered mathematics teaching in an urban context. The Urban Review, 51, 370–403. DOI: 10.1007/s11256-018-0485-6.
Ekmekci, A., & Serrano Corkin, D. M. (2019). The influence of science teachers on high school students’ science motivation: An analysis using a nationally representative large-scale data set. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (ISBN 978-1-939797-37-7), (pp. 2267-2272). Las Vegas, NV: Association for the Advancement of Computing in Education. Available at https://www.learntechlib.org/primary/p/207964/
Serrano Corkin, D. M. & Ekmekci, A. (2019). The impact of mathematics teachers on student learning and motivation. In A. Sanogo & J. Cribbs (Eds.), Proceedings of the 2019 Meeting of the Research Council on Mathematics Learning. Charlotte, NC.
Corkin, D. M., Ekmekci, A., & Parr, R. (2018). The effects of the school-work environment on mathematics teachers’ motivational beliefs for teaching: A self-determination theoretical perspective. The Australian Journal of Teacher Education, 43, 50-66. DOI: 10.14221/ajte.2018v43n6.4.
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
Corkin, D. M., Ekmekci, A., & Coleman, S. L. (2017). Barriers to implementation of constructivist teaching in a high-poverty urban school district. In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44th Annual Meeting of the Research Council on Mathematics Learning, (pp. 57–64). Fort Worth, TX.
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., White, C., Fisher, A. (2016). Teachers’ self-efficacy and knowledge for the integration of technology in mathematics instruction at urban schools. In K. V. Adolphson & T. M. Olson (Eds.), Proceedings of the 43rd Annual Meeting of the Research Council on Mathematics Learning (pp. 101–108). Orlando, FL.
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.
Ekmekci, A., Corkin, D. M., & Papakonstantinou, A. (2015). The collective effects of teachers' educational beliefs and mathematical knowledge on students' mathematics achievement. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 884–887). East Lansing, MI: Michigan State University
Ekmekci, A., Corkin, D. M., & Papakonstantinou, A. (2015). The relationship between teacher related factors and mathematics teachers’ educational beliefs about mathematics. In Che, S. M. and Adolphson, K. A. (Eds.), Proceedings of the 42nd Annual Meeting of the Research Council on Mathematics Learning, (pp. 140–148). Las Vegas, NV.
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.
MANUSCRIPTS UNDER REVIEW
Serrano, D. M., Rufino, K. A., Tran, J. K., & Vujanovic, A. A. (2020, May). Association between sleep disturbances and suicide risk among firefighters: The moderating role of mindfulness. Manuscript submitted for publication. [Mindfulness].
MANUSCRIPTS IN PROGRESS
Serrano, D. M., Rufino, K., Tran, J. & Vujanovik, A. (in progress). Emotional regulation as a mechanism linking sleep disturbances and suicide risk among firefighters. Manuscript to be submitted to Journal of Affective Disorders.
Ezzedine, L.*, Sapon, B.*, Serrano, D. M., & Williams, P. W. (in progress). Problematic social media use, academic procrastination, and the moderating role of mindfulness.
Ekmekci, A., & Serrano, D. M. (in progress) The Nexus of Teacher Quality and Students’ Social Cognitive Career Outcomes in Science, Technology, Engineering, and Mathematics (STEM).
*Indicates undergraduate student researcher