Publications

Edwards, O. V. & Dai, T. (2023) Differential relations among expectancy, task value, engagement, and academic performance: The role of generation status. Frontiers in Education: Educational Psychology. 7:1033100. https://doi.org/10.3389/feduc.2022.1033100

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Edwards, O. V., & Taasoobshirazi, G. (2022). Social presence and teacher involvement: The link with expectancy, task value, and engagement. The Internet and Higher Education, 55, 1–11. https://doi.org/10.1016/j.iheduc.2022.100869

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Edwards, O. V. (2021). The impact of the social context on value and expectancy beliefs in an online graduate program: The role of social presence. Journal of Computer Assisted Learning, 37(2), 333-345. https://doi.org/10.1111/jcal.12492

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Taasoobshirazi, G., Edwards, O. V., & Bowen, E. (2023). Stereotype threat and gender differences in Statistics. Contemporary Mathematics and Science Education, 4(1), ep23014. https://doi.org/10.30935/conmaths/13064

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Edwards, O. V. (2024). Unpacking the Dynamics of Online Motivation: A Study of Short-Term Changes in Task Value and Cost Utilizing Multiple Change Analyses. Journal of Education and Learning, 14(2), 1-18. https://doi.org/10.5539/jel.v14n2p1

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Edwards, O.V. (2023). Change in Expectancy as a Function of Teacher Involvement: A Classroom Study. The Journal for Research and Practice in College Teaching, 8(1), 44-64. https://journals.uc.edu/index.php/jrpct/article/view/6421/5927

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Edwards, O. V. (2022). The Effects of a Utility Value Intervention Combined with Task Relevance Instructions. Journal of Experimental Education, 92(2), 312-335. https://doi.org/10.1080/00220973.2022.2110029

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Edwards, O.V., White, K, Rainwater, C, & Simmons, E. (2021). Utility Value Intervention Fails to Boost Student Motivation and Performance in Psychology Courses. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000207

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Edwards, O.V., Ray, H, & Granger, M. (2021). Investigating the Impact of an Intervention to Promote Mastery Goal Orientation. Teaching of Psychology. https://doi.org/10.1177/00986283211026278