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Dr. Anastasia Kitsantas
PhD, The Graduate Center of the City University of New York
Center for Social Equity Through Science Education
Educational Psychology
Research Methodology

Contact Information

Send email to Dr. Kitsantas

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

George Mason University
Fairfax Campus
West Building 2001
4400 University Dr.
MS 6D2
Fairfax, VA 22030


Anastasia Kitsantas PhD, is Professor of Educational Psychology in the College of Education and Human Development at George Mason University (GMU). She has served as Director of the PhD in Education Program and the Division of Educational Psychology, Research Methods, and Education Policy. She was also the Academic Program Coordinator of the Educational Psychology Program for 12 years. She received her Ph.D. in Educational Psychology with a specialization in Development, Learning, and Instruction from the Graduate School and University Center of the City University of New York. She has previously served on the faculties at James Madison University in the School of Psychology and at Florida State University in the Department of Educational Research. Prior to working in higher education, she taught in K-12 settings.

Dr. Kitsantas’ research interests focus on the development of Self-Regulated Learning (SRL) and student motivation across diverse areas of functioning including academic learning, athletics, and health. She has also studied the role of learning technologies in supporting student SRL. She finds joy in mentoring students to conduct research in these areas and has chaired more than 30 doctoral dissertations. She is the editor, co-author, or author of three books and over 150 journal articles, book chapters, refereed proceedings, and reports, many of which are directed toward the training of self-regulation. Her publications have appeared in diverse outlets across many fields such as educational psychology, teacher education, learning technologies, health psychology, and sport psychology. She has also presented over 200 papers or invited addresses at local, national, and international conferences. Her research output has been widely cited by others with more than 19,000 Google Scholar citations. She has received funding support for her scholarship by various agencies. Currently, she is the Principal Investigator and Co-PI on two projects funded by the United States Department of Education and the National Science Foundation respectively. Both projects focus on the development of self-regulatory skills in literacy and STEM areas among school-aged students and their teachers in preparation for postsecondary learning, the workplace, and lifelong learning.

Dr. Kitsantas was awarded the Outstanding Dissertation Award by Division 15 of the American Psychological Association (APA) in 1997, and had been honored to receive the 2019 Barry J. Zimmerman Award for Outstanding Contributions to the fields of studying and self-regulated learning research by the Studying and Self-Regulated Learning (SSRL) Special Interest Group (SIG) of the American Educational Research Association (AERA). She is a Fellow of the American Psychological Association’s: Division 15, Educational Psychology and a Fellow of the Association for Psychological Science. In addition, in 2024, she was named a Fellow of the American Educational Research Association (AERA). She has excelled at teaching in a variety of course modalities and was awarded a George Mason University Teaching Excellence Award. She is the former Editor-in-Chief of The Journal of Experimental Education and has served on the Editorial Boards of a number of professional journals, including Contemporary Educational Psychology, Educational Technology, Research and Development, Metacognition and Learning, The Journal of Experimental Education, and many others.

Dr. Kitsantas has been extensively involved in the profession and has held numerous leadership positions in professional organizations. She served as a Member at Large of the Executive Board of Division 15 of APA in 2011 and most recently served as the Chair of the Fellows and the Webinar Committees. She has also been involved in the SSRLSIG of AERA serving as the SIG Chair, Program Chair, and Chair of the Barry J. Zimmerman Award Committee. She has been a panel reviewer for the Institute of Education Sciences, the National Science Foundation, and other funding agencies. She has developed partnerships with GMU and other universities abroad, taught abroad, and as an advocate for study abroad programs, continues to cultivate international collaborations.

Recent Publications

Selected Books

  • Kitsantas, A., Cleary, T., DiBenedetto, M.K., & Hiller, S. (2024). Essentials of research methods for educators. SAGE publishing.
  • Kitsantas, A. & Dabbagh, N. (2010). Learning to Learn with Integrative Learning Technologies (ILT): A Practical Guide for Academic Success. Information Age Publishing.
  • Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.) (2019). Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC:Information Age Publishing.

Selected Refereed Publications

  • Hosek, B., Kitsantas, A., King, S., Echeverria, R., Wahidi, S. (in press). Learning how to learn: student voices on the function and utility of a student-engaged design intervention in a rural middle school. Social Psychology in Education.
  • Peters-Burton, E., Rich, P. J., Kitsantas, A., Stehle, S. M., & Laclede, L. (2023). High school biology teachers’ integration of computational thinking into data practices to support student investigations. Journal of Research in Science Teaching, 60(6), 1353–1384.
  • Varier, D., Kitsantas, A., Sarouchi, M., & Zhang, X., (2021). Self-efficacy for self-assessment: Development and validation of the SEESA-AW scale for argumentative writing.  International Journal of Educational Research.
  • Kitsantas, A., Baylor, A. L., & Hiller, S. E. (2019). Intelligent system support to optimize performance: Augmenting cognitive capacity and supporting self-regulation of critical thinking skills in decision making. Cognitive Systems Research, 58, 387-397. doi:10.1016/j.cogsys.2019.09.003
  • Mischel, J., & Kitsantas, A. (2019). Middle school students’ perceptions of school climate, bullying prevalence, and social support and coping, Social Psychology of Education: An International Journal, 1-22. doi: 10.1007/s11218-019-09522-5
  • Lau, C., Kitsantas, A., Miller, A. & Rodgers, D. E. (2018). Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: A study of the International Baccalaureate Primary Years Programme students.  Social Psychology of  Education: An International Journal, 21(3), 603-620. 
  • Clearly, T.J., & Kitsantas, A. (2017). Motivation and self-regulated learning influences on  middle school mathematics achievement. School Psychology Review, 46(1), 88–107.
  • Thibodeaux, J., Deutsch, A., Kitsantas, A., Winsler, A. (2016). First-year college students’ time use: Relations with self-regulation and GPA. Journal of Advanced Academics, 28(1) 5–27. DOI: 10.1177/1932202X16676860
  • D’Lima, G., Winsler, A. & Kitsantas, A. (2014). Gender and ethnic differences in first-year  college students’ goal orientation, academic self-efficacy, and extrinsic/intrinsic motivation. Journal of Educational Research, 107, 341-356.
  • Kitsantas, A.  (2014). Fostering student self-regulation with learning technologies. Hellenic Journal of Psychology, 10, 235-252.
  • Zimmerman, B.J., &  Kitsantas, A. (2014). Comparing the predictive power of self-discipline and self-regulation measures of learning. Contemporary Educational Psychology, 39, 145-155.
  • Cambridge-Williams, T., Winsler, A., Kitsantas, A., & Bernand, E. (2013). University 100 orientation courses and living-learning communities boost academic retention and graduation via enhanced self-efficacy and self-regulated learning.  Journal of College Student Retention: Research, Theory & Practice, 15(2), 243-268. doi:10.2190/CS.15.2.f
  • Cheema, J., & Kitsantas, A. (2013). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement. A look at gender and racial-ethnic differences. International Journal of Science and Mathematics Education, advance online publication, DOI: 10.1007/s10763-013-9454-4DOI: 10.1007/s10763-013-9454-4
  • Dabbagh, N., & Kitsantas, A. (2013). The role of social media in self-regulated learning.  International Journal of Web Based Communities (IJWBC), Special Issue, Social Networking and Education as a Catalyst Social Change, 9(2), 256-273.
  • English, M. & Kitsantas, A. (2013). Self-regulated learning in project based settings  Interdisciplinary Journal of Problem Based Leaning, 7(2) 128-150.
  • Kolovelonis, A., Goudas, M., Dermitzaki, I., & Kitsantas, A., (2012). Self-regulated  learning and performance calibration among elementary physical education students.  European Journal of Psychology and Education, 10, 1-17.  DOI10.1007/s10212-012-0135-4
  • Matthews, W. & Kitsantas, A. (2012).  The role of the conductor’s goal orientation and shared performance cues on collegiate instrumentalists’ motivational beliefs and  performance in large musical ensembles. Psychology of Music. (online) DOI:   10.1177/0305735612441738
  • Huie, F., Winsler, A., & Kitsantas, A. (2012). Employment and first-year college achievement:   The role of self-regulation and motivation. Journal of Education and Work, 20, 1-26.           DOI:10.1080/13639080.2012.718746.
  • Kitsantas, A. (2012). Teacher Efficacy Scale for Classroom Diversity (TESCD). A Validation study. Profesorado, Journal of Curriculum and Teacher Education. 16(1) 35-45.
  • Ware, H., Kitsantas, A. (2011). Predicting teacher commitment using principal and teacher efficacy variables: An HLM approach. Journal of Educational Research. 104(3), 183-193.
  • Kitsantas, A., Cheema, J., Ware, H. (2011). The role of homework support resources, time spent on homework, and self-efficacy beliefs in mathematics achievement. Journal of Advanced Academics 22(2), 312-341.
  • Peters, E. E., Kitsantas, A. (2010). 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, 110, 382-396.
  • Kitsantas, A., Ware, H., Cheema, J. (2010). Predicting mathematics achievement from mathematics efficacy: Does analytical method make a difference? International Journal of Psychological and Educational Assessment, 5, 25-44.
  • Peters, E. E., Kitsantas, A. (2010). Self-regulation of student epistemic thinking in science: The role of metacognitive prompts. Educational Psychology, 30, 27-42.
  • Moyer-Packenham, P.S.. Parker, J. L., Kitsantas, A., Bolyard, J.J., Huie, F. (2009). Strategies that promote teacher diversity in mathematics and science. Journal of Educational Research and Policy Studies. Special Issue, 9(2), 43-73.
  • 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.
  • 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.
  • 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.

Book Chapters

  • Kitsantas, A., Kolovelonis, A., Gorozidis, G. & Kosmidou, E. (2018).  Connecting self-regulated learning and performance with high school instruction in health and physical education. In M. K. DiBenedetto (Ed.), Connecting self-regulated learning and performance with instruction across high school content areas (pp. 352-377). Dordrecht, Netherlands: Springer
  • Cleary, T., Kitsantas, A, Pape, S., & Slemp, J. (2018). Integration of socialization influences and the development of Self-Regulated Learning (SRL) skills: A social-cognitive perspective. In G. A. Liem & D. M. Mclnereny (Eds).  Big Theories Revisited 2 (pp. 269-295). Information Age publishing.
  • Kitsantas, A., Cleary, T. (2016). Development of self-regulation in secondary students A social cognitive instructional perspective. In Wentzel, K., & Miele, D. (Eds). Handbook in Motivation at School. Routledge.
  • Kitsantas, A. (2016). A  passionate self-regulated scholar with footprint across diverse ddisciplines: An Interview with Anastasia Kitsantas. Contemporary pioneers in teaching    and learning. A Volume in: Contemporary Pioneers in Educational Psychology: Theory, Research, and Applications. In Bembenutty, H. (Ed). Information Age Publishing
  • Kitsantas, A., Dabbagh, D. (2011). The role of Web 2.0 and social software in self-regulated learning. New Directions for Teaching and Learning (NDT). In H. Bembenutty (Ed), Self-Regulated Learning (pp. 99-107). Jossey Bass Publishers.
  • Kitsantas, A., Kavussanu, M. (2011). Acquisition of sport knowledge and skill: The role of self-regulatory processes. In B.J Zimmerman D. Schunk (Eds), Handbook of Self-Regulation of Learning and Performance (pp. 217-233). Routledge publisher.
  • Zimmerman, B.J., Kitsantas, A.(2007). A writers 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.
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