College of Education and Human Development - George Mason University
Graduate School of Education - George Mason University

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School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

PhD, City University of New York
Professor
Director, PhD in Education and Human Development
Educational Psychology
Research Methodology

Contact Information

Send email to Dr. Kitsantas

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

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

Profile

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 in 1996 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 also the recipient of a George Mason University Teaching Excellence Award and a Fellow of the American Psychological Association’s (APA):  Division 15, Educational Psychology.

Recent Publications

Books

  • Kitsantas, A. Dabbagh, N. (2010). Learning to Learn with Integrative Learning Technologies (ILT): A Practical Guide for Academic Success. Information Age Publishing.

Edited Book

  • Bembenutty, H., Clearly, T., & Kitsantas, A., (2013).  Self-regulated learning applied across  diverse disciplines. A Tribute to Barry J. Zimmerman. Information Age Publishing.

Selected Refereed Publications

  • 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.

Book Chapters

  • 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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