Faculty and Staff
Assistant Professor of Educational Statistics and Research Methods
College of Education and Health Professions
(RHRC)-Rehabilitation, Human Resources, and Communication Disorders
Jenna Cambria graduated from the University of Maryland from the Department of Human Development and Quantitative Methodology in 2013. She was a postdoctoral scholar at the Hector Research Institute for Educational Sciences and Psychology from 2013-2015. She joined the Department of Rehabilitation, Human Resources, and Communication Disorders in the Educational Statistics and Research Methods group at the University of Arkansas in 2016.
Jenna Cambria’s research interests focus on the facilitators and barriers of motivation for STEM. Her doctoral research was focused on students’ motivation for informational text reading. During her postdoctoral scholarship, Jenna studied motivation for STEM and focused more deeply on issues of gender and the processes that impact males’ and females’ career interests. Jenna has presented her work at national and international conferences published in major national and international journals.
Gender and intersectionality in motivation of adolescents for STEM vocational interests
Motivation and engagement for STEM for adolescents and measure development with multicultural validity
I teach the educational psychology courses associated with the graduate certificate (http://esrm.uark.edu/certificates/educational-psychology.php)
- EDFD 5373 Foundations of Teaching and Learning
- EDFD 5573 Lifespan of Human Development
- EDFD 5673 Principles of Motivation
- EDFD 5773 Advanced Topics in Educational Psychology
Recent Publications (in the past year)
Cambria, J. & Dicke, A. (in press). Rethinking Behavioral Engagement: Behavioral Manifestations in Context. In: I. Schoon & R. K. Silbereisen (Eds.). Pathways to Adulthood: Social inequalities, structure and agency and social change.
Cambria, J., Brandt, H., Nagengast, B., & Trautwein, U. (2017). Frame-of-reference effects of values on student performance in mathematics and English. ZDM Mathematics Education, 49 (2), 1-13. doi:10.1007/s11858-017-0841-0
Article can be found here: http://rdcu.be/qmlj
Hübner, N,.* Wille, E., Cambria, J., Oschatz, K., Nagengast, B., & Trautwein, U. (2017). Maximizing gender equality in STEM by minimizing course choice options? Differential effects of obligatory math coursework on girls’ and boys’ math achievement, math self-concept, and vocational interests. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000183
Guo, J., Nagengast, B., Marsh, H., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A., Häfner, I., Brisson, B., & Trautwein (2016). Probing self-concept by task values interaction using multiple value facets and multiple academic outcomes. AERA Open, 2(1), 1–20. http://doi.org/10.1177/2332858415626884