@article{summers_davis_hoy_2017, title={The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality}, volume={53}, ISSN={["1873-3425"]}, DOI={10.1016/j.lindif.2016.10.004}, abstractNote={The purpose of this study was to determine if teacher efficacy beliefs would predict middle school students' perceptions of relationship quality when controlling for gender, teacher expectations of student success, and student perceptions of parent relationship quality. Using hierarchical linear modeling techniques, we found that teachers' who had high expectations for success tended to have students who perceived closeness and low conflict at the beginning of the year. Over time, teachers' general efficacy was a significant predictor of students' increased reports of teacher closeness, while teachers' personal efficacy was a significant predictor of students' perceptions of increased conflict and decreased dependency on their teacher during the school year. Theoretical and practical implications are discussed.}, journal={LEARNING AND INDIVIDUAL DIFFERENCES}, author={Summers, Jessica J. and Davis, Heather A. and Hoy, Anita Wookfolk}, year={2017}, month={Jan}, pages={17–25} }
 @article{hoy_davis_anderman_2013, title={Theories of Learning and Teaching in TIP}, volume={52}, ISSN={["1543-0421"]}, DOI={10.1080/00405841.2013.795437}, abstractNote={Research on learning theories is central to most of the articles that have appeared in Theory Into Practice (TIP) over the past 50 years. Scholarship on this topic in many ways undergirds all articles that provide discussions of ways of moving theory into practice within the broad field of education. Indeed, one could easily argue that all research focusing on improving the education of learners at some level encompasses assumptions based on learning theory. Learning theory has been covered in TIP throughout the journal's history. As we review in this article, coverage within TIP has varied, and has included a wide array of perspectives on human learning within diverse educational contexts. Although learning theories often are taught and discussed along a historical continuum (e.g., behavioral theories lead to more cognitive theories), coverage in TIP has been broad. Indeed, scholarship from diverse theoretical perspectives has been published throughout the journal's history.}, journal={THEORY INTO PRACTICE}, author={Hoy, Anita Woolfolk and Davis, Heather A. and Anderman, Eric M.}, year={2013}, pages={9–21} }
 @book{davis_summers_miller_2012, title={An interpersonal approach to classroom management: strategies for improving student engagement}, publisher={Thousand Oaks, Calif.: Corwin/Division 15 (Educational Psychology) of the APA}, year={2012} }
 @article{gayles_rockenbach_davis_2012, title={Civic responsibility and the student athlete: Validating a new conceptual model}, volume={83}, DOI={10.1353/jhe.2012.0024}, abstractNote={This study tested a new conceptual model that explains how precollege traits, college culture, and cocurricular engagement impact civic responsibility by athletic status. The results showed group differences on engagement in charitable activities. Moreover, the model has utility for predicting social activism and charitable involvement regardless of sport participation.}, number={4}, journal={Journal of Higher Education}, author={Gayles, J. G. and Rockenbach, A. B. and Davis, H. A.}, year={2012}, pages={535-} }
 @article{bryant_gayles_davis_2011, title={The Relationship between Civic Behavior and Civic Values: A Conceptual Model}, volume={53}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/S11162-011-9218-3}, DOI={10.1007/s11162-011-9218-3}, number={1}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bryant, Alyssa N. and Gayles, Joy Gaston and Davis, Heather A.}, year={2011}, month={Feb}, pages={76–93} }
 @article{davis_distefano_schutz_2008, title={Identifying Patterns of Appraising Tests in First-Year College Students: Implications for Anxiety and Emotion Regulation During Test Taking}, volume={100}, ISSN={["1939-2176"]}, DOI={10.1037/a0013096}, abstractNote={The authors explored patterns of appraising tests in a large sample of 1st-year college students. Cluster analysis was used to identify homogeneous groups of 1st-year students who shared similar patterns of cognitive appraisals about testing. The authors internally validated findings with an independent sample from the same population of students and examined the extent to which cluster membership differentiated undergraduates on the basis of external indicators (e.g., anxiety, emotion-regulation strategies, and achievement). The authors used 2 randomly drawn samples to conduct an initial cluster analysis (n = 1,107) and to replicate the solution on a 2nd, independent cluster and cross-classification analysis (n = 1,108). There may be 5 subtypes of test takers who differ in how they approach tests, their experience of anxiety, and how they manage problems that occur during test taking. Theoretical implications for emotion and emotion regulation, as well as practical implications for working with undergraduates who experience test anxiety, are discussed.}, number={4}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Davis, Heather A. and DiStefano, Christine and Schutz, Paul A.}, year={2008}, month={Nov}, pages={942–960} }