@article{karamarkovich_rutherford_2021, title={Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework}, volume={66}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2021.101996}, abstractNote={Mixed feelings happen in and outside of the classroom; yet prior research has focused on discrete emotions, essentially ignoring the interaction between emotions. We extend prior person-centered studies of achievement emotions by placing emotions within the Control-Value Theory framework to examine how patterns of emotions mediate the relation between motivation and achievement. We found four profiles of emotion in both fourth (n = 5228) and fifth graders (n = 5299)—two positive profiles, a negative profile, and a mixed emotions profile where frustrated and challenged were the primary emotions. All profiles mediated the relationship between math expectancy and achievement. However, only three of the four emotion profiles mediated the relation between math value and achievement.}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={Karamarkovich, Sarah M. and Rutherford, Teomara}, year={2021}, month={Jul} }
 @article{rutherford_karamarkovich_xu_tate_sato_baker_warschauer_2021, title={Profiles of Instructor Responses to Emergency Distance Learning}, volume={25}, ISSN={["2472-5730"]}, DOI={10.24059/olj.v25i1.2472}, abstractNote={To understand instruction during the spring 2020 transition to emergency distance learning (EDL), we surveyed a sample of instructors teaching undergraduate EDL courses at a large university in the southwest. We asked them how frequently they used and how confident they were in their ability to implement each of nine promising practices, both for their spring 2020 EDL course and a time when they previously taught the same course face-to-face (F2F). Using latent class analysis, we examined how behavioral frequencies and confidence clustered to form meaningful groups of instructors, how these groups differed across F2F and EDL contexts, and what predicted membership in EDL groupings. Results suggest that in the EDL context, instructors fell into one of three profiles in terms of how often they used promising practices: Highly Supportive, Instructor Centered, and More Detached. When moving from the F2F to EDL context, instructors tended to shift “down” in terms of their profile—for example, among F2F Highly Supportive instructors, 34% shifted to the EDL Instructor Centered profile and 30% shifted to the EDL More Detached Profile. Instructors who reported lower self-efficacy for EDL practices were also more likely to end up in the EDL More Detached profile. These results can assist universities in understanding instructors' needs in EDL, and what resources, professional development, and institutional practices may best support instructor and student experiences.}, number={1}, journal={ONLINE LEARNING}, author={Rutherford, Teomara and Karamarkovich, Sarah M. and Xu, Di and Tate, Tamara P. and Sato, Brian and Baker, Rachel B. and Warschauer, Mark}, year={2021}, month={Mar}, pages={86–114} }
 @article{rutherford_karamarkovich_lee_2018, title={Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement}, volume={62}, ISSN={["1873-3425"]}, DOI={10.1016/j.lindif.2018.01.014}, abstractNote={Abstract It is commonly thought that strong spatial ability enhances mathematics performance and that associations between spatial ability and mathematics may be in part responsible for the gender gap in math performance. We investigated whether this spatial/math link is unique by examining the associations between mental rotation and both math and English/Language Arts (ELA) achievement using three similar samples of upper elementary students and three different measures of mental rotation. In each study, we found that the association between mathematics and mental rotation is no different than the association between ELA and mental rotation. We discuss how additions of prior achievement measures modify these associations and examine gender moderators, for which we find little support.}, journal={LEARNING AND INDIVIDUAL DIFFERENCES}, author={Rutherford, Teomara and Karamarkovich, Sarah M. and Lee, David S.}, year={2018}, month={Feb}, pages={180–199} }