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Faculty and Staff Profiles |
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Profile Martin H. Jones received his doctorate in educational psychology from Indiana University, Bloomington and has a Bachelor degree in social studies education from Purdue University. Prior to entering graduate school, Dr. Jones worked as an instructor for college students with learning disabilities. It was during this time that he became interested in academic motivation and what affects students' desire to learn. Dr. Jones' current research centers on how social influences affect academic motivation for students with and without learning disabilities. To this end, he studies peer groups and peer relationships as they affect students' academic motivation, self-regulated learning, and social functioning. Along with some some of his colleagues, Dr. Jones has developed several ways of measuring intra-group relationships as they pertain to self-regulated learning, academic motivation, and social interactions. Before joining the University of Memphis faculty, Dr. Jones taught undergraduate and graduate courses in educational psychology, educational research methods, and special education. In addition, he has received several awards for his collegiate teaching. Additional Information PUBLICATIONS Jones, M. H., Alexander, J. M., & Estell, D. B. (in press). Homophily among peer groups members’ perceived self-regulated learning. Journal of Experimental Education. Jones, M. H., & Estell, D. B. (in press). When elementary students change peer groups: Intra-group centrality, inter-group centrality, and self-perceptions of popularity. Merrill-Palmer Quarterly. Estell, D. B., Jones, M. H., & Van Acker, R. (in press). Quantity and consistency of best friendships in students with and without learning disabilities. Exceptional Children. Edl, H. M., Jones, M. H., & Estell, D. B. (2008). Ethnicity and English proficiency: Teacher perceptions of academic and interpersonal competence in European-American and Latino students. School Psychology Review, 37(1), 38-45. Jones, M. H., Estell, D. B., & Alexander, J. M. (2008). Friends, classmates, and self-regulated learning: Effects of peer discussions inside and outside the classroom. Metacognition and Learning, 3(1), 1-15. Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T., &
Rodkin, P. (2008). Peer groups, popularity, and social preference: Trajectories
of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5-14. Jones, M. H., & Estell. D B. (2007). Exploring the Mozart effect among high school students. Psychology of Aesthetics, Creativity, and the Arts, 1(4), 219-224. *Jones, M. H., West, S. D., & Estell, D. B. (2006). The Mozart effect: Arousal, preference, and spatial performance. Psychology of Aesthetics, Creativity, and the Arts, S(1), 26-32. *Reprinted in (2008) Mensa Research Journal, 39(3), 45-52.
Education
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