The overarching theme of research conducted in the co-laboratory is to apply contemporary theorizing from multiple domains of psychology for the purpose of better understanding, predicting, and enhancing behavior and well-being in achievement (training, school) and work settings.
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Another Research Section
The aging of the workforce in both the U.S. and most developed countries, has important ramifications for workers, organizations, and societies. Over the past few years we have focused on scientific and professional activities that aim to better understand and manage the ramifications of an aging workforce. Our current program of research, supported by the Society for Human Resource Management, examines the motivational and situational determinants of retirement attitudes and intentions. In addition, we have partnered with European researchers to investigate the influence of aging diversity on individual well-being and team-level outcomes. Other ongoing and planned projects in this area focus on the development and validation of “Third Age” selection procedures, identifying employee traits and management/work conditions that promote intergenerational knowledge transfer, and age-related differences in motivational traits and work motivation processes and outcomes (e.g., Kanfer & Ackerman, 2004; Kanfer & Ackerman, 2007; Kanfer, in press)
Work and Aging
The aging of the workforce in both the U.S. and most developed countries, has important ramifications for workers, organizations, and societies. Over the past few years we have focused on scientific and professional activities that aim to better understand and manage the ramifications of an aging workforce. Our current program of research, supported by the Society for Human Resource Management, examines the motivational and situational determinants of retirement attitudes and intentions. In addition, we have partnered with European researchers to investigate the influence of aging diversity on individual well-being and team-level outcomes. Other ongoing and planned projects in this area focus on the development and validation of “Third Age” selection procedures, identifying employee traits and management/work conditions that promote intergenerational knowledge transfer, and age-related differences in motivational traits and work motivation processes and outcomes (e.g., Kanfer & Ackerman, 2004; Kanfer & Ackerman, 2007; Kanfer, in press)
Masters Research
Min Young Kim (2008) The Relationship Between Risk-taking Judgment and Mood Regulation
Stacey Wolman (2005) The effects of biographical data on the prediction of domain knowledge
Mark Wolf (2004) Extraversion and intelligence: A meta-analytic investigation
Mary Boyle (2003) Personality and Interest Predictors of Academic Self-Concept
Kristy Bowen (2001) Gender differences in knowledge
Tracy Kantrowitz (2000) A meta-analytic review of personality-motivational antecedents of job search behavior and employment outcomes
Aileen Worden (2000) Goal orientation: Building a nomological network.
Margaret Beier (1999) Knowledge structures in current events: The assessment of non-academic knowledge
*Anna Cianciolo (1997) Computerized assessment of psychomotor ability
*Amy Enrooth (1997) Individual differences in motivational skills: Preliminary evidence for two skill classes
*Kevin Field (1996) Effects of the form of feedback on performance, self-competency judgements, and affective reactions
*Eric Heggestad (1995) Conceptions of ability and self-efficacy: An analysis of their relation to performance in the context of procedural skill acquisition
*Eric Rolfhus (1995) Declarative knowledge structures: An examination of knowledge-ability relations
*Robert Goska (1994) An aptitude-treatment interaction approach to transfer: A test of Ackerman (1990)
*Todd Murtha (1994) Towards a taxonomy of psychological situations: An integrative situational-dispositional model of personality traits
*Caroline Cochran (1993). Procedural and distributive justice and perceptions of instructor performance: Students’ reactions to injustice in the classroom.
*Maynard Goff (1992) Personality-intelligence relations: Assessing typical intellectual engagement
*Cherita McIntyre (1991). An investigation of the learning strategies and study habits of undergraduate achievers and underachievers.
Ph.D. Research
Mark Wolf (2009) Determinants of How Undergraduate Students Attend to and Perceive Features of Elective Courses
Stacey Wolman (2008) Self-estimates of job performance and learning potential
Erin Page (2007) The Construct and Consurrent Validity of Worker/Peer Attachment
Tracy Kantrowitz (2004) Development and Construct Validation of a Measure of Soft Skills Performance
Margaret Beier (2003) Ability, Personality, Interests, and Experience Determinants of Domain Knowledge Acquisition
Anna Cianciolo (2001) Unitary or Differentiated Ability Constructs for Describing Performance? Investigating Individual Differences and Task Characteristics
*Eric Rolfhus (1998) Assessing individual differences in knowledge: Knowledge structures and traits
*Kevin Field (1998) Assessment and application of psychomotor abilities using a new computerized (touch-panel) method
*Eric Heggestad (1997) Motivation from a personality perspective: The development of a measure of motivational traits
*Maynard Goff (1994) Understanding vocational self-concept and related domains: A hierarchical factor-analytic approach
*Robert Schneider (1992) An individual-differences approach to understanding and predicting social competence
*Debra Steele (1988). The effects of task complexity, experience, and goals on performance.
