AnneMarie M. Conley
Motivation in education (especially in STEM), Adolescent development, Person-centered approaches to studying change
Dimond Best Dissertation Award, School of Education, University of Michigan (2008)
Rackham Predoctoral Fellowship, University of Michigan (2004-2005)
Regents’ Fellowship, University of Michigan (2000-2003)
High Honors, University of California, Berkeley (2000)
Dr. Conley is an educational psychologist who researches how students are motivated to learn. As an undergraduate at UC Berkeley and a graduate student in the Combined Program in Education & Psychology at the University of Michigan, she has investigated how the will to learn develops during adolescence, and how this motivation influences how much students learn and achieve. She earned her Ph.D. in developmental and educational psychology in 2007 and came to UCI in July of that year as an Assistant Professor of Education in the Learning, Cognition, and Development area. Her dissertation was awarded the Dimond Outstanding Dissertation Award by the University of Michigan.
As of Fall 2009, Conley is co-PI on two new grants from the National Science Foundation examining motivation in math and science learning. The first (NSF# DUE- 0928103) looks at the role of teachers’ motivation in promoting students’ motivation and achievement. This $1.9 million grant is assessing teachers’ motivation to learn in professional development contexts and the influence of teachers’ motivation on student achievement in math and science. The second grant (NSF# DUE-0929076) also studies the influence of teachers on student achievement in an effort to take to scale a successful instructional intervention that gives teachers in-class support for changing their practice. Conley directs the research and evaluation component of this $2 million project, which involves randomly assigning schools to intervention and control groups and tracking teacher and student learning and motivation across three project years.
Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 32-47.
Dang, T., Conley, A., and Duncan, G. (2012). Effects of goal orientations on adolescent mathematics achievement gains. Contemporary Educational Psychology, 37, 47-54.
Domina, T. D., Conley, A. M., Farkas, G. (2011). The link between educational expectations and effort in the college-for-all-era. Sociology of Education 84 (2), 93-112.
Domina, T. D., Conley, A. M., Farkas, G. (2011). The case for dreaming big. Sociology of Education 84 (2), 118-121.
Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Situational Interest Survey (SIS): An instrument to assess the role of situational factors in interest development. Educational and Psychological Measurement, 70(4), 647-671.
Conley, A. M., & Pintrich, P. R. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29 (2), 186-204.