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Danya M. Serrano

Photograph of Danya Corkin

Danya Serrano

Assistant Professor of Psychology

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

​Dr. Danya Serrano (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 also has a master’s degree in counseling. 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 achievement motivation, self-regulated learning, motivational facets of the college classroom environment, and academic procrastination. She is also interested in research that aims to increase the participation of underrepresented racial/ethnic minoritized students in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Dr. Serrano has published her research in numerous academic peer-reviewed journals including Learning and Individual Differences, The Urban Review, and Educational Psychology. She teaches Statistical Methods in Psychology, Research Methods in Psychology, Educational Psychology, Abnormal Psychology, and advises students on conducting their own research in the Research Experience in Psychology course.

Ph.D., Educational Psychology and Individual Differences (Quantitative Methods emphasis) Department of Educational Psychology, University of Houston, Houston, TX

M.Ed., Counseling

Department of Educational Psychology, University of Houston, Houston, TX Thesis Title: “Dimensions of Career Indecision among College Students in Puerto Rico”
Advisor: Professor Consuelo Arbona

B.S., Industrial Engineering Department of Industrial Engineering, University of Houston, Honors College, Houston, TX



  • ​PSY 2317 Statistical Methods in Psychology
  • PSY 3320 Research Methods in Psychology
  • PSY 3302 Educational Psychology
  • PSY 3322 Abnormal Psychology
  • PSY 4395 Research Experience in Psychology

​GRANT EXPERIENCE

Howard Hughes Medical Institute Inclusive Excellence Grant: UHD SynergIE Program; $1,000,000 (2018-2019). Lead Assessor/Evaluator: Danya Corkin

Corkin, D. M. The Effects of a Positive Classroom Motivational Environment on College Students’ Procrastination and Achievement. Funding Agency: UHD Organized Research and Creative Activities Grant. $4,324. (2017-18).

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.

Student Transition And Retention (STAR) Program. Funding Agency: U.S. Department of Education’s Title V - Developing Hispanic-Serving Institutions. $3,200,000 (2013-2018). Grant # P031S120077. (Evaluator for Project Close-out Report: Danya Corkin)

TEACHING & ADVISING EXPERIENCE

Licensed Professional Counselor-Intern, Eddins Counseling Group, Houston, TX. (2016-2017)

Adjunct Assistant Professor, Research Methods, Department of Psychology, Rice University, Houston, TX. (2015-2016)

Adjunct Professor, Introduction to Statistics in the Social Sciences, Department of Social Sciences, University of Houston-Downtown, Houston, TX. (Fall 2014)

Adjunct Professor, Multivariate Statistical Analysis in Educational Research, Department of Educational Psychology, University of Houston, Houston, TX (Fall 2012)

Teaching Assistant, Intermediate Statistical Analysis in Educational Research, Department of Educational Psychology, University of Houston, Houston, TX. (2012)

Teaching Assistant, Human Development and Family Studies, Department of Educational Psychology, University of Houston, Houston, TX. (2008-2010)

Career Counselor Intern, University of Houston, Houston, TX. (2006-2007)

Substitute Teacher, Pearland Independent School District, Pearland, TX

OTHER PROFESSIONAL EXPERIENCE

Senior Research Associate, University of Houston-Downtown, Houston, TX (2013-2014)

Research Specialist, Program Evaluation Bureau, Houston Independent School District, Houston, TX (2011-2013)

Project Controls Engineer and Construction Estimator, Bechtel Corporation, Houston, TX and multiple locations across the U.S. (2001-2008)

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


Last updated 8/10/2020 8:31 AM