Kamden Strunk, Ph.D.
Assistant Professor of Educational Research
Theoretical: Time-related academic behavior (i.e. procrastination and timely engagement); motivation in education, with particular focus on expectancy-value theory and achievement goals; social justice and identity in education.
Methodology: Measurement theory, with particular focus on classical test theory; Cross-sample instrument structure and meta-analytic confirmatory factor analysis; general linear model analyses
Selected Publications in Peer-Reviewed Journals
*Bobo, J. L., *Whitaker, K. C., & Strunk, K. K. (2013). Personality and student self-handicapping: A cross-validated regression approach. Personality and Individual Differences, 55(5), 619-621.
Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2013). Development and validation of a 2x2 model of time-related academic behavior: Procrastination and timely engagement. Learning and Individual Differences, 25(1), 35-44.
*Gravina, V., *Besick, C., & Strunk, K. (2013). Teaching strategies and value for STEM courses. Academic Exchange Quarterly, 17(1), 139-144.
Strunk, K. K., & Montgomery, D. M. (2013). Perceptions of learning versus teaching styles. Academic Exchange Quarterly, 17(1), 112-121.
Montgomery, D., Strunk, K., Steele, M., & Bridges, S. (2012). Jungian typology as holistic teaching strategy in higher education. Encounter: Education for Meaning and Social Justice, 25(4), 64-72.
Strunk, K. C., & Strunk, K. K. (2012). The contribution of personality and workplace characteristics in predicting turnover intention among Sexual Assault Nurse Examiners. Journal of Forensic Nursing, 8(3), 144-150.
Strunk, K. K., & Spencer, J. M. (2012). A brief intervention for reducing procrastination. Academic Exchange Quarterly, 16(1), 91-96.
Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-regulation, self-efficacy, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983-989.
Strunk, K. K., Sutton, G. W., & Skadeland, D. R. (2010). The repeatable battery for the assessment of neuropsychological status may be valid in men ages 18 to 20. Psychological Reports, 107(2), 493-499.
Strunk, K. K., Sutton, G. W., & Burns, N. S. (2009). The beneficial effects of accurate and false brief biofeedback on relaxation. Perceptual and Motor Skills, 109(3) 881-886.
* indicates a student researcher advised by myself.
Selected Conference Presentations
National International Presentations
Strunk, K. C., & Strunk, K. K. (2011, November). Personality characteristics, organizational structure, and job satisfaction of Sexual Assault Nurse Examiners. Poster at the International Society for Traumatic Stress Studies, Baltimore, MD.
Cho, Y., Walker, M., Strunk, K., Bridges, S., Steele, M. (2011, August). The influence of teachers’ perceived contextual goals and personal teaching goal orientation on classroom instructional approaches. Poster at the American Psychological Association, Washington, DC.
Strunk, K. K. (2011, May). The development of a new multidimensional measure of procrastination. Poster at the Association for Psychological Science, Washington, DC.
Strunk, K. (2013, April). A method for meta-analytic confirmatory factor
analysis. Presentation at the Southwestern Psychological Association, Fort
*Butler, T., *Walls, E., Strunk, K., & Montgomery, Y. (2013, April). Resiliency as a pathway of influence for childhood trauma on self-esteem. Poster at the Southwestern Psychological Association, Fort Worth, TX.
*Fletcher, K., *Robinson, D., Strunk, K., & Montgomery, Y. (2013, April). Differences in men and women’s self-esteem: Influences of childhood trauma and parental devaluation. Poster at the Southwestern Psychological Association, Fort Worth, TX.
*Albright, E. A., & Strunk, K. K. (2013, February). Reflections on emotional intelligence during adolescent years. Presentation at the OSU Research Symposium, Stillwater, OK.
*Fowlkes, C., & Strunk, K. (2013, February). Contributions of instructors’ encouragement and classroom opportunities for hands-on learning in predicting students’ value for STEM courses by instructor gender. Presentation at the OSU Research Symposium, Stillwater, OK.
Strunk, K. K. (2012, October). High stakes testing and narrowing the pathway to higher education. Presentation at the Critical Questions in Education Conference, Springfield, MO.
Strunk, K. K. (2012, October). Reproduction of gendered binaries and sexuality in education. Presentation at the Critical Questions in Education Conference, Springfield, MO.
Strunk, K. K. (2012, March). Creating Barriers to Accessing Higher Education: National Educational Policy and Ethnicity. Presentation at the Oklahoma Educational Studies Association, Stillwater, OK.
Selected Activities and Honors
Editorial Board, Psychology of Sexual Orientation and Gender Diversity, 2013-Present
APAGS-CLGBTC Mentor, American Psychological Association, 2013-Present
Membership Committee, AERA Queer Studies SIG, 2013-Present
Feature Editor, Academic Exchange Quarterly, 2012-Present
Selected Grants History
2014-2017 (Currently under review), Institute for Educational Sciences
Multidimensional Assessment and Teaching to Encourage Retention in the Sciences
- Proposal currently under review
- Proposed funding amount: $1,426,387 (proposed)
- Project role: Assessment and Evaluation Specialist
2012, Oklahoma State University Graduate College
Building a New Model of Time-Related Academic Behavior
- Funding Source: Robberson Trust Dissertation Fellowship
- Funding Amount: $5000
The Contribution of Personality and Workplace Characteristics in Predicting Turnover Intention in
Sexual Assault Nurse Examiners (SANE)
- Funding amount: $6,000
- Project Role: Research Consultant and Statistician
American Educational Research Association
Division D: Measurement and Research Methodology
Critical Educators for Social Justice SIG
Motivation in Education SIG
Queer Studies SIG
National Council on Measurement in Education
APA Division 15: Educational Psychology
APA Division 44: Society for the Psychological Study of LGBT Issues