Dr. Anastasia Kitsantas
PhD, The Graduate Center of the City University of New York
Director, PhD in Education and Human Development
Center for Social Equity Through Science Education
Phone: (703) 993-2688
Fax: (703) 993-2013
Email: akitsant (@gmu.edu)
George Mason University
West Building 2001
4400 University Dr.
Fairfax, VA 22030
Anastasia Kitsantas is Professor of Educational Psychology in the College of Education and Human Development. 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 taught at James Madison University in the School of Psychology, and at Florida State University in the Department of Educational Research. Her research interests focus on the development of self-regulated learning, learner motivational beliefs, self-efficacy, and peak performance in academic, athletic, and health related domains. She has published in numerous journals such as The 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, and The Journal of Educational Research. She has been an active participant in many international student and scholarly groups. She is the recipient of a George Mason University Teaching Excellence Award and 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 SIG of the American Educational Research Association (AERA). She is also a Fellow of the American Psychological Association’s (APA): Division 15, Educational Psychology. Presently, she is serving as the Editor-in-Chief of the Journal of Experimental Education - http://www.tandfonline.com/toc/vjxe20/current.
- Kitsantas, A. Dabbagh, N. (2010). Learning to Learn with Integrative Learning Technologies (ILT): A Practical Guide for Academic Success. Information Age Publishing.
- Hiller, S. E., & Kitsantas, A. (Eds.) (2019). Enhancing STEM Motivation through Citizen Science Programs. Hauppauge NY: NOVA Science Publisher.
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
- Peters-Burton, E. E., Rich, P., Cleary, T.J., Burton, S., Kitsantas, A., Egan, G., & Ellsworth, J. (2020). Using computational thinking for data practices in high school science. The Science Teacher, 87, 6, 30-36
- 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
- Hiller, S. & Kitsantas, A. (2016). The validation of the Citizen Science Self-Efficacy Scale (CSSES). International Journal of Environmental & Science Education, 11(5), 543- 558. http://dx.doi.org/10.12973/ijese.2016.405a
- Hiller, S. & Kitsantas, A. (2014). The effect of a horseshoe crab citizen science Program on student science performance and STEM career motivation. School Science and Mathematics Journal, 114 (6), 302-311. DOI: 10.1111/ssm.12082
- 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.
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 ofÂ 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.
- Kitsantas, A., & Dabbagh, N. (Spring, 2012).Â Supporting student self-regulated learning with integrative learning technologies. Studying and Self-regulated Learning Special Interest Group, American Educational Research Association.
Favorite Links (each opens in a new window)
A Special Interest Group of the American Educational Research Association
- Advanced Topics in Education (EDCI 797)
- Special Topics in Educational Psychology (EDEP 597)
- Process of Learning and Development (EDEP 652)
- Learning, Motivation, and Self-Regulation (EDEP 654)
- Directed Inquiry in Educational Psychology (EDEP 798)
- Thesis in Educational Psychology (EDEP 799)
- Advanced Learning, Motivation, and Self-Regulation (EDEP 822)
- Research Project in Educational Psychology: Sequence I (EDEP 823)
- Research Project in Educational Psychology: Sequence II (EDEP 824)
- Education Research (EDRS 590)
- Problems and Methods in Education Research (EDRS 810)
- Introduction to Teaching (EDUC 300)
- Directed Reading, Research, and Individual Projects (EDUC 598)
- Doctoral Internship in Education (EDUC 890)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Doctoral Dissertation Proposal (EDUC 998)
- Thesis (EFHP 799)