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Work Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 5114work Work Email: jfroilan@purdue.eduINTERNET
John Froiland
Clinical Assistant Professor Educational PsychologyEducational Studies
– Profile
John Mark Froiland studies parental autonomy and relatedness support, parent involvement from preschool to high school, teacher-student relationships, intrinsic motivation to learn, student engagement, happiness, and positive psychology interventions. He has developed an intervention that strengthens autonomy supportive parent-child communication, positive emotions toward learning, and intrinsic motivation to learn among elementary school students. He has also developed a comprehensive positive psychology intervention that supports the development of lifetime gratitude and positive emotions toward learning among college students. He first became a part of Purdue as an Institute of Education Sciences (IES) Postdoctoral Fellow. Dr. Froiland’s media interviews have been featured in The Wall Street Journal, CTV News, and the Academic Minute (Inside Higher Ed). He is on the editorial board of three psychology journals: Journal of Attention Disorders, Educational Psychology, and School Psychology International. He teaches courses related to his research such as Learning and Motivation and a seminar on Positive Psychology Interventions.
+ Education
- Ph.D. — School Psychology, Department of Counseling, Educational Psychology and Special Education, Michigan State University (2004)
+ Experience
- 2017 – present
Clinical Assistant Professor, Educational Psychology,
College of Education, Purdue University - 2010 – present
Positive Education and Organizational Consultant - 2015 – 2017
Research Director, Clinical Assessment
Pearson (PsychCorp), San Antonio, TX - 2010 – 2015
Assistant Professor,
University of Northern Colorado, Greeley, CO - 2008 – 2010
Postdoctoral Fellow,
Purdue University, West Lafayette, IN
+ Awards
- University Sponsored Research Fellow (2013-2015)
- Nominated for College Scholar of the Year, College of Education and Behavioral Sciences, University of Northern Colorado (2012-2013)
- Doctoral Research Endorsement, Graduate School and International Admissions, University of Northern Colorado (2012-2017)
+ Professional Appointments
- American Psychological Association (APA), Elected Member (2009-present)
- Developmental Psychology, Division 7 of the APA (2009-present)
- School Psychology, Division 16 of the APA (2009-present)
- Editorial Boards:
- Associate Editor for School Psychology International (London: Sage)
- Member of the Editorial Board for Educational Psychology (London: Taylor and Francis Group)
- Member of the Editorial Advisory Board for School Psychology Forum (Washington, DC: NASP)
- Member of the Editorial Board for the Journal of Attention Disorders (London: Sage)
+ Research and Publications
Peer Reviewed Journal Articles
* = graduate student as co-author
- Froiland, J. M. (2021). A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. School Psychology International, 42, 103-131. https://doi.org/10.1177/0143034320981393
- Froiland, J. M., Worrell, F. C., Olenchak, F. R., & Kowalski, M. J. (2020). Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents. Addiction Research and Theory. https://doi.org/10.1080/16066359.2020.1857740
- Froiland, J. M. (2021). The intrinsic learning goals of elementary school students, in their own words. Journal of Humanistic Psychology, 61, 629-649. https://doi.org/10.1177/0022167818763923
- Puccioni, J., Froiland, J. M., Moeyaert, M., Desir, S., & Galimore, Z. (2021). Associations among African American parents’ beliefs, involvement, and measures of school readiness. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-021-02092-1
- Billeiter, K., Froiland, J. M., Allen, J. P., & Hajovsky, D. B. (2021). Neurodiversity and intelligence: Evaluating the Flynn Effect in children with Autism Spectrum Disorder. Child Psychiatry and Human Development. https://doi.org/10.1007/s10578-021-01175-w
- Goldstein, M. H., Froiland, J. M., Xiao, Z., Woodard, B. S., Li*, T, & Philpott, M. L. (2021). Application of online visual-spatial training to increase visual-spatial ability and growth mindset of engineering students. International Journal of Engineering Education, 37(6), 1-9.
- Gesun*, J. S., Gammon-Pitman, R., Berger, E. J., Godwin, A., & Froiland, J. M. (2021). Developing a consensus model of engineering thriving using a delphi process. International Journal of Engineering Education, 37, 939-959.
- Gesun*, J. S., Major, J. C., Berger, E., Godwin, A., Jensen, K. J., Chen, J., & Froiland, J. M. (2021). A Scoping Literature Review of Engineering Thriving to Redefine Student Success. Studies in Engineering Education, 2(2), 19–41. DOI: http://doi.org/10.21061/see.9
- Froiland, J. M. & Davison, M. L. (2020). Social perception: relationships with general intelligence, working memory, processing speed, visual-spatial ability, and verbal comprehension, Educational Psychology, 40, 750-766. https://doi.org/10.1080/01443410.2020.1732873
- Kowalski, M. J., & Froiland, J. M. (2020). Parent perceptions of elementary classroom management systems and their children’s motivational and emotional responses. Social Psychology of Education, 23, 433-448. https://doi.org/10.1007/s11218-020-09543-5
- Puccioni, J., Froiland, J. M., & Moeyaert, M. (2020). Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness. Children and Youth Services Review, 109. https://doi.org/10.1016/j.childyouth.2019.104742
- Froiland, J. M., Davison, M. L. (2020). Emotional intelligence, listening comprehension, and reading comprehension among diverse adolescents. Journal of Child and Family Studies, 29, 1385–1390. https://doi.org/10.1007/s10826-019-01557-8
- Froiland, J. M., Worrell, F. C., & Oh*, H. (2019). Teacher-student relationships, psychological need satisfaction, and happiness among diverse students. Psychology in the Schools 56, 856-870. https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22245
- Puccioni J., Baker E. R., & Froiland J. M. (2019). Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement. Infant and Child Development, 28, e2154. https://doi.org/10.1002/icd.2154
- Froiland, J. M. (2018). Promoting gratitude and positive feelings about learning among young adults. Journal of Adult Development, 25, 251-258. https://link.springer.com/article/10.1007/s10804-018-9294-0
- Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics coursetaking on high school math achievement. Learning and Individual Differences, 50, 252-259. http://www.sciencedirect.com/science/article/pii/S1041608016301352
- Froiland, J. M. & Worrell, F. C. (2017). Parental autonomy support, community feeling, and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37, 261-271. http://www.tandfonline.com/doi/full/10.1080/01443410.2016.1214687
- Froiland, J. M., Davison, M. L., Worrell, F. C. (2016). Aloha teachers: Teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement. Social Psychology of Education, 19, 879-894. http://link.springer.com/article/10.1007/s11218-016-9355-9
- Froiland, J. M. & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53, 321-336. http://onlinelibrary.wiley.com/doi/10.1002/pits.21901/abstract
- Froiland, J. M. (2015). Parents’ weekly descriptions of autonomy supportive communication: Promoting children’s motivation to learn and positive emotions. Journal of Child and Family Studies, 24, 117-126. http://link.springer.com/article/10.1007/s10826-013-9819-x
- Froiland, J. M., Mayor, P., & Herlevi*, M. (2015). Motives emanating from personality associated with achievement in a Finnish senior high school: Physical activity, curiosity, and family motives. School Psychology International, 36, 207-221. doi:10.1177/0143034315573818 https://doi.org/10.1177/0143034315573818
- Froiland, J. M. & Davison, M. L. (2016). Home literacy, television viewing, fidgeting and ADHD in young children. Educational Psychology, 36, 1337-1353. http://www.tandfonline.com/doi/full/10.1080/01443410.2014.963031
- Whitney*, N. & Froiland, J. M. (2015). Parenting style, gender, beer drinking, and drinking problems of college students. International Journal of Psychology: A Biopsychosocial Approach, 16, 93-109. http://dx.doi.org/10.7220/2345-024X.16.5
- Froiland, J. M. & Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17, 1-17. doi:10.1007/s11218-013-9237-3 http://link.springer.com/article/10.1007%2Fs11218-013-9237-3
- Froiland, J. M., Powell, D. R., Diamond, K. E., & Son, S.-H. (2013). Neighborhood socioeconomic well-being, home literacy, and early literacy skills of at-risk preschoolers. Psychology in the Schools, 50, 755-769. doi:10.1002/pits.21711 http://onlinelibrary.wiley.com/doi/10.1002/pits.21711/abstract
- Froiland, J. M. & Oros*, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34, 119-132. http://www.tandfonline.com/doi/full/10.1080/01443410.2013.822964
- Froiland, J. M., Powell, D. R., & Diamond, K. E. (2014). Relations among neighborhood social networks, home literacy environments, and children’s expressive vocabulary in suburban at-risk families. School Psychology International, 35, 429-444. doi:10.1177/0143034313500415 https://doi.org/10.1177/0143034313500415
- Froiland, J. M., Peterson*, A., & Davison, M. L. (2013). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34, 33-50. https://doi.org/10.1177/0143034312454361
- Powell, D. R., Son, S-H., File, N. & Froiland, J. M. (2012). Changes in parent involvement across the transition from public school prekindergarten to first grade and children’s academic outcomes. The Elementary School Journal, 113 (2), 276-300. http://www.jstor.org/stable/10.1086/667726
- Froiland, J. M., Oros*, E., Smith*, L. & Hirchert*, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology, 16, 91-101. http://link.springer.com/article/10.1007/BF03340978
- Froiland, J. M. & Smith*, L. (2014). Advancing the discussion about systematic classroom behavioral observation, a product review of eCOVE Observation Software. Pacific City, OR: eCOVE Software, LLC. Journal of Attention Disorders, 18(4), 385-391. https://doi.org/10.1177/1087054712436585
- Froiland, J. M. (2011). Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention. Child and Youth Care Forum, 40(2), 135-149 https://link.springer.com/article/10.1007/s10566-010-9126-2
- Froiland, J. M. (2011). Response to Intervention as a vehicle for powerful mental health interventions in the schools. Contemporary School Psychology, 15, 35-42. http://link.springer.com/article/10.1007/BF03340961
- Froiland, J. M. (2011). Examining the effects of location, neighborhood social organization, and home literacy on early cognitive skills in the United States. International Journal of Psychology: A biopsychosocial approach, 9, 29-42.
- Froiland, J. M. (2010). A developmental, educational, and school psychologist: How the late Jere Brophy’s integrative approach to children’s motivation to learn can inform school-based practice. The School Psychologist, 64 (3), 22-26. http://apadivision16.org/wp-content/uploads/2015/12/TSP-Vol.-64-No.-3-August-2010.pdf
Commissioned Articles and Book Chapters:
- Froiland, J. M. (2020). Parental autonomy and relatedness support. In Worrell, F. C., Hughes, T. L., & Dixson, D. D. (Eds.). The Cambridge Handbook of Applied School Psychology (pp. 260-276). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/9781108235532.016
- Froiland, J. M. (2018). Motivation. In B. Frey (Ed.), The Sage Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: Sage.
- Froiland, J. M. (2018). Intelligence Quotient (IQ). In B. Frey (Ed.), The Sage Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: Sage.
- Froiland, J. M. (2015). Incentives for students. In F. F. Wherry & G.J. Golson (Eds.), Sage Encyclopedia of Economics and Society (pp. 920-922). Thousand Oaks, CA: Sage Publications.
- Froiland, J. M. (2015). Peer effects. In F. F. Wherry & G. J. Golson (Eds.), Sage Encyclopedia of Economics and Society (pp.1256-1257). Thousand Oaks, CA: Sage Publications.
- Froiland, J. M., Smith*, L., & Peterson*, A. (2015). How children can be happier and more intrinsically motivated while receiving their compulsory education. In N. E. Wodarth & A. P. Ferguson (Eds.), Psychology Research Summaries: Vol. 2 (Ch. 16). Hauppauge, NY: Nova Science.
- Froiland, J. M. (2014). Inspired Childhood: Parents Raising Motivated, Happy, and Successful Students from Preschool to College. Seattle, Washington: Amazon. http://www.amazon.com/dp/B00LT4OX5O
- Froiland, J. M. (2014). Motivational Interviewing. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2014). Social Psychology. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2014). Depression in Childhood and Adolescence. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2014). Structural Equation Modeling. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2014). Goal Setting. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M., Smith*, L., & Peterson*, A. (2012). How children can be happier and more intrinsically motivated while receiving their compulsory education. In A. Columbus (Ed.), Advances in Psychology Research: Vol. 87 (pp. 85-112). Hauppauge, NY: Nova Science. https://psycnet.apa.org/record/2012-11784-003
- Froiland, J. M. (2013). Parent educational expectations. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp.569-570). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n305.xml
- Froiland, J. M. (2013). Neighborhood effects. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 507-509). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n273.xml
- Froiland, J. M. (2013). Urban schooling. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 823-825). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n434.xml
- Froiland, J. M. (2013). Homework. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 362-363). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n190.xml
- Froiland, J. M. & Benyamin*, N. (2013). Iowa. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 394-395). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n210.xml
- Froiland, J. M. & Leavitt*, R. (2013). Racial inequality: High school dropout rates. In J. Ainsworth (Ed.), Sociology of Education: An Ato-Z Guide (pp. 636-637). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n334.xml
- Oros*, E. & Froiland, J. M. (2013). Illinois. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 372-374). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n197.xml
- Oros*, E. & Froiland, J. M. (2013). Romania. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 659-660). Thousand Oaks, CA: Sage Publications. http://knowledge.sagepub.com/view/sociology-of-education/n346.xml
- Froiland, J. M. (2015). Political Apathy and Youth. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2015). Neuromarketing. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2015). Early Intervention Programs. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2015). Employee Engagement. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2015). Employee Retention. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2015). Physical Education for Lifelong Fitness. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
- Froiland, J. M. (2015). Positive Regard and Caregiving. EBSCO Research Starters: Salem Press Encyclopedia. Ipswich, MA: EBSCO.
Book Reviews
- Froiland, J. M. (2009). Parent collaboration [Review of the book Collaborating with Parents for Early School Success: The Achieving-Behaving-Caring Program]. National Association of School Psychologists Communiqué, 37(8), 34.
- Froiland, J. M., Davison, M. L., & Davison, L. J. (2010, June). [Review of the book The Role of Research in Educational Improvement]. Education Review.
- Froiland, J. M. & Smith*, L. (2011). Parent collaboration for intervention [Review of the book Collaborative Home/School Interventions: Evidence-based solutions for emotional, behavioral, and academic problems]. National Association of School Psychologists Communiqué, 39(8), 45.
Inventory Developed
- Froiland, J. M. (2011). Inventory of Homework Feelings [Database record]. Retrieved from PsycTESTS. doi:10.1037/t34773-000