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Danya Corkin

PROJECT AFFILIATION:

PROFESSIONAL ROLES

  • Higher Ed: Other, Researcher, Evaluator 

BIO

Danya Corkin earned a B.S. in Industrial Engineering from the University of Houston. Upon graduation she worked as a Project Controls Engineer for Bechtel Corporation for seven years before deciding to pursue a Doctorate of Philosophy in Educational Psychology and Individual Differences from the University of Houston. She has worked as an education researcher and program evaluator for the Houston Independent School District, the University of Houston-Downtown, the Rice University School Mathematics Project, and the Biology and Biochemistry Department at the University of Houston. Her research interests include investigating the role of student motivation in academic achievement, specifically in the areas of math and science. Danyas research has been published in several peer-reviewed academic journals. Danya also teaches undergraduate statistics and research methods courses. 

EXPERTISE

Educational Psychology with a specialization in Achievement Motivation 

RECENT PUBLICATIONS

Corkin, D. M., Ekmekci, A., & Papakonstantinou, A. (in press). Mathematics teachers knowledge and beliefs about the integration of technology in instruction at urban schools. Proceedings of the 43rd Annual Meeting of the Research Council on Mathematics Learning.

Yu, S. L., Corkin, D. M., & Trenor, J. M. (2017). STEM motivation and persistence among students of color: A social cognitive perspective. In J. Decuir-Gunby & P. A. Schutz (Eds.), Race, ethnicity, and student motivation: Understanding the research in educational contexts. Routledge.

Corkin, D. M., Ekmekci, A., & Papakonstantinou, A. (2015). Antecedents of teachers educational beliefs about mathematics and mathematical knowledge for teaching among in-service teachers in high poverty urban schools. The Australian Journal of Teacher Education, 40(9), 3162.

Ekmekci, A., Corkin, D. M., & Papakonstantinou, A. (2015). The collective effects of teachers' educational beliefs and mathematical knowledge on students' mathematics achievement. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 884887). East Lansing, MI: Michigan State University

Corkin, D. M., Yu, S. L., Wolters, C. A. & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294303.