Faculty and Staff
Assistant Professor of Educational Psychology in the Educational Statistics and Research Methods Program
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 2014. 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, especially for underrepresented groups. Her doctoral research was focused on students’ motivation for informational text reading and influential teaching practices. 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.
The development of adolescents' science and math motivation and aspirations.
The development STEM motivation vocational interests, especially in adolescents from diverse groups.
Motivational predictors of the gender gap in educational choices and aspirations.
STEM motivation and engagement measure development with multicultural validity.
I primarily teach Lifespan Development, Educational Psychology, and Research Methods courses.
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
- Spring 2018, Research Methods and/or Statistics in Education
PhD, Department of Human Development and Quantitative Methodology, University of Maryland 2014
Brandt, H., Cambria, J., & Kelava, A. (under review). An adaptive Bayesian lasso approach with spike-and-slab priors to identify linear and interaction effects in structural equation models. Structural Equation Modeling.
Wille, E., Cambria, J. Stoll, G., Nagengast, B., Trautwein, U. (under review). It takes two: Expectancy-value constructs and vocational interests predict STEM careers differently and differ between men and women. Developmental Psychology.
Wigfield, A., Turci, L., Cambria, J., & Eccles, J. S. (in press). Motivation in education. In R. M. Ryan (Ed.), Oxford handbook of human motivation. New York: Oxford University Press.
Cambria, J. & Dicke, A. (in press). Next steps in studying engagement: The value of examining observable forms of engagement. 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
Cambria. J. (2015). Navigating graduate school: Insights and recommendations for a productive degree path. International Journal of Adult Vocational Education and Technology, 6 (4), 12-18. http://doi.org/10.4018/IJAVET.2015100102
New Faculty Commendation for Teaching Commitment Award Winner, 2017, University of Arkansas
Rising STAR (Service, Teaching, Advising, Research) Nominee, 2017, University of Arkansas