Daniel C. Moos, Ph.D.

 

Gustavus Adolphus College, Department of Education

  


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Homepage

Recent News, Recent Publications, Recent Presentations

Teaching Interests
Research Interests
Educational Psychology
Academic Motivation
Cognitive Development
Self-Regulated Learning & Metacognition
Developmental Psychology
Emerging Technology
Educational Technology
Teacher Preparation

 

Contact Information

Email: dmoos@gustavus.edu

Cell phone: 202-841-0977

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Recent News

 

  • Senior Chair for the SSRL Special Interest Group (SIG) (elected). SIGs support the mission of the American Educational Research Association. The mission of the Studying and Self-Regulated (SSRL) SIG is to promote "the development of theory and research in academic studying and self-regulated learning across the life span. The SIG brings together researchers and practitioners to share expertise in all aspects of self-regulated learning, including motivation, metacognition, learning and studying strategies, and the ways in which learners manage their emotions and environments." Please click here for the SSRL Special Interest Group website.

 

  • College Assessment Director (appointed). The primary objective of the College Assement Director is to provide support to academic departments and programs in ongoing assessment processes, assist offices and units in developing evaluations of student learning, and support the Provost's Office and other relevant campus committees in promoting, monitoring, and using systematic assessment within units and across the institution.

 

  • Editorial Board (appointed) for: Advances in Human-Computer Interaction, Contemporary Educational Psychology, Metacognition and Learning, and International Journal of Education and Information Technologies. Metacognition and Learning addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Contemporary Educational Psychology focuses on the application of science and psychological theory to the educational process. Advances in Human-Computer Interactions is an interdisciplinary journal that publishes research from the fields of psychology, artificial intelligence, and computing. International Journal of Education and Information Technologies includes papers on topics from the field of educational technology including: Agent-based educational technology, Computer-assisted learning and instruction, human-computer interface, and multimedia for education. I am thrilled to join the Editorial Board of these three prestigious journals!

 

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Recent Publications: 2010 - present (see curriculum vitae for complete list: 2004 - present)

Moos, D.C. & Miller, A. (2014). Personal beliefs as a lens: The role of epistemological and self-regulated learning beliefs in pre-service teachers’ evaluation of lesson plans. British Journal of Education, Society & Behavioural Science, 4(8), 768-783.

Moos, D.C. (2014). Setting the stage for metacognition during hypermedia learning: What motivation constructs matter? Computers & Education, 70, 128 - 137.

Moos, D.C. (2013). Hypermedia learning: Considering Cognitive Load and self-regulated learning. Journal of Educational Multimedia and Hypermedia, 22(1) 39-61.

Moos, D.C. & Stewart, C. (2013). Self-regulated learning with hypermedia: Bringing motivation into the conversation. In R. Azevedo and V. Aleven (Eds), International Handbook of Metacognition and Learning Technologies (pg 683 - 697). New York, NY: Springer.

Moos, D.C., & Pitton, D. (2013). Student teacher challenges: Using Cognitive  Load Theory as an explanatory lens. Teaching Education. DOI: 10.1080/10476210.2012.754869

Moos, D.C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International. [pdf copy].

Moos, D.C. & Honkomp, B. (2011). Adventure Learning: Motivating students in a Minnesota Middle School. Journal of Research on Technology in Education, 43(4), 231-254. [pdf copy]

Moos, D.C. (2011). Self-regulated learning and externally generated feedback. Journal of Educational Computing Research, 43(3), 261-294.

Moos, D.C. (2010). Nonlinear technology: Changing the conception of extrinsic motivation? Computers & Education, 55, 1640-1650. [pdf copy]

Moos, D.C., & Marroquin, L. (2010). Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered, Computers in Human Behavior, 26, 265 - 276. [pdf copy].

Moos, D.C. (2010). Self-regulated learning with hypermedia: Too much of a good thing? Journal of Educational Multimedia and Hypermedia, 19(1), 59 - 77.

Azevedo, R., Moos, D.C., Witherspoon, A.M., & Chauncey, A.D. (2010). Measuring cognitive and metacognitive regulatory processes used during hypermedia learning: Theoretical, conceptual, and methodological issues. Educational Psychologist, 45(4), 1-14. [pdf copy]

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Recent and Upcoming Conference Presentations: 2012 - present (see curriculum vitae for complete list: 2004 - present)

Moos, D.C., & Miller, A., (April 2014). The self-regulated learning cycle with hypermedia: Stable between learning tasks? Paper to be presented at the 2014 annual meeting of the American Educational Research Association, Philadelphia, PA. [powerpoint]

Moos, D.C. (April 2013). “I think I can!” Which motivation constructs are predictive of metacognition during learning? Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, CA.

Moos, D.C. & Miller, A. (April 2013). Personal beliefs as a lens: The role of epistemological and self-regulated learning beliefs in pre-service teachers’ evaluation of lesson plans. Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, C.

Moos, D.C. & Finley, A. (April 2013). Self-regulated learning and Epistemological beliefs: A developmental perspective of pre-service teachers. Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, CA.

Moos, D.C., & Pitton, D. (April, 2012). Student teacher challenges: Using the Cognitive Load Theory as an explanatory lens. Presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada.

Moos, D.C. (January, 2012). Metacognition in Elementary Mathematics. Math-Science Teaching Partnership, North Mankato, MN. Powerpoint: Click here.

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