Tami Fraughton, PhD

Aging-related changes in platelet and monocyte interactions may contribute to adverse outcomes in sepsis but remain relatively unexamined. We hypothesized that differential platelet-monocyte aggregate (PMA) formation in older septic patients alters inflammatory responses and mortality.

Social influences (e.g., by teachers, parents and peers) on students’ experience of interest are typically described in terms of affecting students’ initial choice of and/or completion of specific educational activities. When considered within the framework of the Self-Regulation of Motivation (SRM) model, however, other people may influence the interest experience even after activity completion, by influencing how a person evaluates that past experience. Previous experimental research showed… Show more

Social influences (e.g., by teachers, parents and peers) on students’ experience of interest are typically described in terms of affecting students’ initial choice of and/or completion of specific educational activities. When considered within the framework of the Self-Regulation of Motivation (SRM) model, however, other people may influence the interest experience even after activity completion, by influencing how a person evaluates that past experience. Previous experimental research showed that when students talked about a game upon completion, listeners’ responsiveness influenced their evaluation of interest. The present research examined whether peer responsiveness when undergraduates talked about topics covered in actual classes predicted students’ evaluation of class interest. In Study 1, we examined responsiveness in the context of conversations that took place as a structured part of an online psychology class (i.e., discussion board), and found that the frequency of replies from classmates to students’ posts (but not the reverse) predicted students’ interest in the class measured at the end of the semester. In Study 2, we examined responsiveness in the context of students’ reported everyday conversations about two completed interesting class topics or two completed class exams in an introductory physics course. Perceived listener responsiveness in conversations about class topics (but not about exams) predicted students’ concurrent evaluation of class interest, even when controlling for anticipated interest at the beginning of the semester. Moreover, listeners indirectly affected interest measured at the end of the semester via their influence on interest during the semester. Show less

As part of the Regulating Motivation and Performance Online Project (RMAPO), students completing an online HTML programming lesson demonstrated higher quiz scores and greater post-lesson interest when initially provided information about how the skills could be used (personal or organizational applications). These effects were mediated by higher levels of engagement with optional examples and exercises during the lesson. This paper examines whether the benefit from adding utility value… Show more

As part of the Regulating Motivation and Performance Online Project (RMAPO), students completing an online HTML programming lesson demonstrated higher quiz scores and greater post-lesson interest when initially provided information about how the skills could be used (personal or organizational applications). These effects were mediated by higher levels of engagement with optional examples and exercises during the lesson. This paper examines whether the benefit from adding utility value information was limited to students with no prior experience creating web pages. Results show that, regardless of prior experience, the added information was associated with higher engagement levels, which were associated with higher lesson interest and quiz scores. Because prior experience was related to lower engagement levels overall, results suggest that experience had an indirect negative effect on motivation and performance outcomes that was offset by enhanced engagement when value was added. Implications for the Self-Regulation of Motivation Model (SRM) and online instructors are discussed. Show less

Successful online students must learn and maintain motivation to learn. The Self-regulation of Motivation (SRM) model (Sansone and Thoman 2005) suggests two kinds of motivation are essential: Goals-defined (i.e., value and expectancy of learning), and experience-defined (i.e., whether interesting). The Regulating Motivation and Performance Online (RMAPO) project examines implications using online HTML lessons. Initial project results suggested that adding usefulness information (enhancing… Show more

Successful online students must learn and maintain motivation to learn. The Self-regulation of Motivation (SRM) model (Sansone and Thoman 2005) suggests two kinds of motivation are essential: Goals-defined (i.e., value and expectancy of learning), and experience-defined (i.e., whether interesting). The Regulating Motivation and Performance Online (RMAPO) project examines implications using online HTML lessons. Initial project results suggested that adding usefulness information (enhancing goals-defined motivation) predicted higher engagement levels (enhancing experience), which in turn predicted motivation (interest) and performance (HTML quiz) outcomes. The present paper examined whether individual interest in computers moderated these results. When provided the utility value information, students with higher (relative to lower) individual interest tended to display higher engagement levels, especially when usefulness was framed in terms of personal versus organizational applications. In contrast, higher engagement levels continued to positively predict outcomes regardless of individual interest. We discuss implications for designing optimal online learning environments. Show less