Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
Work Phone: (765) 494-7295work
Work Email: firstname.lastname@example.orgINTERNET
Toni Kempler Rogat
Educational Psychology & Research MethodologyEducational Studies
- Ph.D. — Education and Psychology, University of Michigan, Ann Arbor (2006)
- M.S. — Developmental Psychology, University of Michigan, Ann Arbor (2002)
- B.A. — Elementary Education with Psychology, Goucher College (1998)
- 2014 – present
Assistant Professor of Educational Psychology
College of Education, Purdue University
- 2006 – 2014
Assistant Professor of Educational Psychology
My research examines the quality of students’ motivation and engagement contextualized in collaborative group and classroom environments. Specific to collaborative groups, I focus on explaining quality variation in engagement by considering the group’s cognitive, motivational, and socio-emotional processes. At the classroom level, I am interested in students’ motivational experiences, with a focus on teachers’ influence through the use of instructional and motivational practices, situated within inquiry-based science curricular contexts.
My current research involves developing theory and observational measures of collaborative group engagement during complex and authentic learning tasks in science and mathematics, drawing on recent advances in conceptualizing student engagement as productive disciplinary engagement. I am the PI of this National Science Foundation-funded project (2017 – 2021).
A second project building from this NSF grant aims to describe how collaborative groups engagement norms dynamically fluctuate over the course of a science and engineering design unit, the role of authentic unit features and teachers’ interventions for elevating group engagement, and implications for subsequent valuing of science, future intentions to continue to study STEM fields, and remain committed to science literacy. This research is funded by an award from the Clifford B. Kinley Trust (2021-2022).
Additional research investigates how middle school students respond to the motivational features of the inquiry curricula recommended by science education reforms, with interest in promoting students’ sustained motivation and perceptions as doers of science; funded by the Spencer Foundation from 2017-2018.
- Rogat, T.K. & Linnenbrink-Garcia, L. (2019). Demonstrating Competence Within One’s Group or in Relation to Other Groups: A Person-Oriented Approach to Studying Achievement Goals in Small Groups. Contemporary Educational Psychology, 59. doi:10.1016/j.cedpsych.2019.101781
- Rogat, T.K., Cheng, B.H., Traynor, A., Adeoye, T.F., Gomoll, A., Hmelo-Silver, C.E. & Lundh, P. (in press). Examining group productive disciplinary engagement. In Proceedings of the 13th international conference on Computer Supported Collaborative Learning (CSCL 2019), Lyon, France.
- Rogat, T.K.& Adams-Wiggins, K.R. (2015). Facilitative versus Directive Other-regulation in Collaborative Groups: Implications for Socioemotional Interactions. Computers in Human Behavior. doi:10.1016/j.chb.2015.01.026
- Sinha, S., Rogat, T.K., Adams-Wiggins, K.R. & Hmelo-Silver, C. (2015). Engagement in a technology-mediated environment. International Journal of Computer-Supported Collaborative Learning, 10, 273-307.
- Rogat, T.K. & Adams-Wiggins, K.R. (2014). Other-Regulation in Collaborative Groups: Implications for Regulation Quality. Instructional Science, 42, 879-904.
- Rogat, T. K., Witham, S.A., & Chinn, C.A. (2014). Teachers’ Autonomy Relevant Practices within an Inquiry-based Science Curricular Context: Extending the Range of Academically Significant Autonomy Supportive Practices. Teachers College Record, 116(7), 46 pages.
- Rogat, T.K. & Linnenbrink-Garcia, L. (2013). Understanding the quality variation of socially shared regulation: A focus on methodology. In M. Vauras & S. Volet (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 102-125).London: Routledge.
- Rogat, T.K., Linnenbrink-Garcia, L. & DiDonato, N. (2013). Motivation in collaborative groups. In Hmelo-Silver, C., Chinn, C., Chan, C. & O’Donnell, A. (Eds.), International Handbook of Collaborative Learning (pp.250-267). New York: Taylor & Francis.
- Rogat, T.K. & Linnenbrink-Garcia, L. (2011). Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay between Quality of Social Regulation and Group Processes. Cognition and Instruction, 29, 375-415.
- Linnenbrink-Garcia, L., Rogat, T.K. & Koskey, K.L. (2011). Affect and Engagement during Small Group Instruction. Contemporary Educational Psychology, 36, 13-24.
- Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and Cognitive Engagement in Learning Environments. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475-488). New York: Cambridge University Press.
- EDPS 53000 — Advanced Educational Psychology
- EDPS 53600 — Achievement Motivation and Performance
- EDPS 63300 — Seminar in Educational Psychology