- Ph.D. in psychological studies in education, University of Nebraska-Lincoln
- M.A. in educational psychology, University of Nebraska-Lincoln
- B.S. in elementary education, University of Nebraska-Lincoln
Understanding relationships among students’ learning, self-regulation, motivation and emotional well-being in the classroom
- Recipient of the VCU School of Education’s Distinguished Teaching Award, May 2014
- Recipient of the VCU School of Education’s Distinguished Junior Faculty Award, April 2011
- Ekholm, E., Zumbrunn, S., & Conklin, S. (2015). The relation of college student self-efficacy toward writing and writing self-regulation: Writing feedback perceptions as a mediating variable. Teaching in Higher Education, 20(2), 197-297.
- Zumbrunn, S., Carter, Y. M. & Conklin, S. (2014). Unpacking the value of writing: Exploring college students’ perceptions of writing. Journal of Research in Education, 24(2), 18-33.
- Zumbrunn, S., McKim, C., Buhs, E., & Hawley, L. (2014). Support, belonging, motivation, and engagement in the college classroom: A mixed method study. Instructional Science, 42(5), 661-684.
Dr. Sharon Zumbrunn teaches courses in educational psychology and research methods related to the field. As a former elementary teacher, her broad research interests address understanding student learning and motivation, and the contexts that foster student success.
Zumbrunn’s current projects include longitudinal, experimental and mixed method investigations that examine student writing motivation and self-regulation across developmental levels (elementary through college), as well as explore teachers’ feelings about teaching writing and the instructional practices they typically employ in their writing classrooms. One recent project, for instance, investigates the effectiveness of Web applications to increase student writing motivation and self-regulation.
For more information about Dr. Zumbrunn’s work, please visit her research team’s website.