Kamden Strunk, Ph.D.

Assistant Professor, Department of Educational Studies and 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.

*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.

* by a name indicates a student researcher advised by myself.