Robert L. Williams, a professor in the Department of Educational Psychology and
Counseling, has been leading a graduate-student research group that so far this year has
published five articles in major peer-reviewed journals. The doctoral students in his
research group examined the instructional format of a large UTK educational psychology
course and the psychosocial characteristics of the students who took the course. In his
more than 40-year career, Williams has published seven books and over 100 research and
theoretical articles in national and international peer-reviewed journals. He usually
publishes articles with a team of doctoral students. His overall research goal has been
to advance our understanding of (1) student characteristics that potentially affect
learning and (2) instructional arrangements that promote student learning.

Articles

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Increasing Low-Responding Students’ Participation in Class Discussion (with Lisa N. Foster, Katherine R. Krohn, Daniel F. McCleary, Kathleen B. Aspiranti, Meagan L. Nalls, Colin C. Quillivan, and Cora M. Taylor), Journal of Behavioral Education (2009)

Students in six sections of a large undergraduate class were asked to record their class...

 

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Sociopolitical and Personality Correlates of Militarism in Democratic Societies (with Daniel F. McCleary), Peace and Conflict (2009)

This article synthesizes research on the sociopolitical and personality constructs that most frequently correlated with...

 

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Militarism and Sociopolitical Perspectives Among College Students in the U.S. and South Korea (with Stacy L. Bliss and Eun Jung Oh), Peace and Conflict: Journal of Peace Psychology (2007)

Students in a U.S. university (n = 187) and a South Korean university (n =...

 

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Cooperative Learning Contingencies: Unrelated versus Related Individual and Group Contingencies (with Erin Carroll and Briana Hautau), Journal of Behavioral Education (2006)

College students operating under related cooperative contingencies (students had to earn individual credit before being...

 

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Differential Daily Writing Contingencies and Performance on Major Multiple-Choice Exams (with Briana Hautau, Haley C. Turner, Erin Carroll, Kathryn Jaspers, Megan Parker, and Katy Krohn), Journal of Behavioral Education (2006)

On 4 of 7 days in each unit of an undergraduate human development course, students...

 

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