Anastasia Kitsantas

PhD, City University of New York
Associate Professor
Coordinator, Educational Psychology

Contact Information

Send email to akitsant@gmu.edu

Phone: (703) 993-2688
Fax: (703)993-2013

George Mason University, Fairfax Campus
Robinson Hall A 353D
4400 University Dr.
MS 4B3
Fairfax, VA 22030

Profile

Anastasia Kitsantas is an Associate Professor and coordinator of the Educational Psychology program, Graduate School of Education, College of Education and Human Development, George Mason University. She received her Ph.D. in Educational Psychology with a specialization in Development, Learning, and Instruction in 1996 from the Graduate School and University Center of the City University of New. She has taught at James Madison University in the School of Psychology, and at Florida State University in the department of Educational Research. Before entering the professorate, she taught both elementary and high school students in New York. Her research interests focus on social cognitive processes, and self-regulated learning in academic, sports, and health related settings. Her publications include works on the development of academic and athletic self-regulation, self-regulated strategies, self-efficacy, asthma, weight management, and peak performance. She has published in numerous journals such asThe Journal of Educational Psychology, The Journal of Experimental Education, Contemporary Educational Psychology, The Journal of Sport Applied Psychology, The Journal of International Sport Psychology, The International Journal of Psychology and Health, Educational Technology, Research and Development, The Journal of Environmental Health, The Journal of Asthma and the Encyclopedia of Psychology. She has been an active participant in many international student and scholarly groups and she is the recipient of a George Mason University Teaching Excellence Award. She is the program director of the study abroad program in Greece offered by the Center of Global Education at George Mason University.

Recent Publications

  • Peters, E. E., & Kitsantas, A. (in press). The effect of nature of science metacognitive prompts  on science students' content and nature of science knowledge, metacognition, and self- regulatory efficacy. Journal of School Science and Math.
  • Kitsantas, A., Zimmerman, B.J. (2009). College students' homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning, 4(2), 1556-1623.
  • Samsonovich, A.V., De Jong, K. A., & Kitsantas, A. (2009). The mental state formalism GMU-BICA.  International Journal of Machine Consciousness, 1 (1), 111-130.
  • Kitsantas, A., Winsler, A, & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics (Special Issue), 20 (1), 42-68.
  • Moyer, P. S., Bolyard, J. J., Kitsantas, A., & Oh, H. (2008). The assessment of mathematics and science teacher quality. Peabody Journal of Education. Special Issue, 83 (4), 562- 59.
  • Kitsantas, P., Kitsantas, A., & Anagnostopoulou, A. (2008). A cross-cultural investigation of college student alcohol consumption: A classification tree. The Journal of Psychology: Interdisciplinary and Applied, 142 (1), 5-20.
  • Zimmerman, B. J., & Kitsantas, A. (2007). Reliability and validity of Self-efficacy for Learning Form (SELF) scores of college students. Journal of Psychology, 215(3), 157-163.
  • Matthews, W., & Kitsantas, A. (2007). Group cohesion, collective efficacy, and motivational climate as predictors of conductor support in musical ensembles. Journal of Research in Music Education, 55, 6-17.
  • Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Educational Research, 100, 303-310.
  • Kitsantas, A., & Chow, A. (2007). College students' perceived threat and preference for seeking help in traditional, distributed and distance learning environments. Computers and Education, 48(3), 383-395.
  • Kitsantas, A., Zimmerman, B.J. (2006). Enhancing Self-Regulation of Practice: The Influence of Graphing and Self-Evaluative Standards. Metacognition and Learning, 3(1), 201-212.
  • Baylor, A., & Kitsantas, A. (2005). A comparative analysis and validation of instructivist and constructivist self-reflective tools (IPSRT and CPSRT) for novice instructional planners. Journal of Technology and Teacher Education, 13(3), 433-457.
  • Dabbagh, N., & Kitsantas, A. (2005). The role of Web-based pedagogical tools in supporting student self-regulation in distributed learning environments. Instructional Science, 25, 24-37.
  • Zimmerman, B.J., & Kitsantas, A. (2005). Students' perceived responsibility and completion of homework: The role of self-regulatory beliefs and processes. Contemporary Educational Psychology, 397-417.
  • Kitsantas, A., & Dabbagh, N. (2004). Promoting self-regulation in distributed learning environments with web-based pedagogical tools: An exploratory study. Journal of Excellence in College Teaching, 15, 119-142.
  • Kitsantas, A., Ware, H., & Martinez-Arias, R. (2004). Students' perceptions of school safety. Effects by community, school environment, and substance use variables. Journal of Early Adolescence, 24(4), 412-430.
  • Kitsantas, A., Reiser, B., & Doster, J. (2004). Goal setting, cues, and evaluation during acquisition of procedural skills: Empowering students' learning during independent practice. Journal of Experimental Education, 72(4), 269-287.
  • Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered web-based learning environments. International Journal of e-Learning, 2(4), 40-47.
  • Sundre, D., & Kitsantas, A. (2004). An exploration of the psychology of the examinee: Can examinee self-regulation and motivation predict consequential and non-consequential test performances? Contemporary Educational Psychology, 29, 6-26.
  • Baylor, A. L., Kitsantas, A., & Hu, H. (2003). Two tools to facilitate pre-service teacher's self-regulation during instructional planning. Tech Trends, 47(2), 45-50.
  • Kitsantas, A. (2002). Test preparation and test performance: A self-regulatory analysis. Journal of Experimental Education, 70 (2) 101-113.
  • Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660- 668.
  • Kitsantas, A., & Baylor, A. L. (2001). The impact of the Instructional Planning Self-Reflective Tool (IPSRT) on pre-service teacher's performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Educational Technology Research and Development, 49, 101-110.
  • Kitsantas, A., Baylor, A. L., & Hu, H. (2001). The constructivist planning self-reflective tool (CPSRT): Facilitating a constructivist lesson planning approach. Educational Technology, 41(6), 39-43.

Book Chapters

  • Zimmerman, B.J., & Kitsantas, A. (2007). A writer's discipline: The development of self-regulatory skill. In Hidi & Boskolo (Eds.) Motivation to write, Kluwer Publishers
  • Zimmerman, B.J., & Kitsantas, A. (2005). The Hidden dimension of personal competence: Self-Regulated Learning and Practice. In A. J. Elliot and C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 204-222). New York: Guilford Press.
  • Kitsantas, A., & Debbagh, N. (2004). Using web-based pedagogical tools to support student self-regulation: What do teachers need to know. In C. Vrasidas and G.V. Glass (Eds.), Current perspectives on applied information technologies: Preparing teachers to teach with technologies (pp. 141-158). Information Age Publishing, Inc.