Jennifer Henderlong Corpus
Associate Professor of Psychology
Developmental psychology, academic motivation
On leave fall 2012.
Department of Psychology
3203 SE Woodstock Blvd.
Portland, OR 97202
Education and Professional Positions
1995, B.A., Psychology, University of Michigan
2000, Ph.D., Developmental Psychology, Stanford University
2000-2001, Postdoctoral Fellow, University of California, Los Angeles
2001-2007, Assistant Professor of Psychology, Reed College
2007-present, Associate Professor of Psychology, Reed College
I teach a number of courses in developmental psychology, which is the study of change in behavior, thinking, affect, and abilities from infancy through adulthood. Across these courses, I focus on the individual in social context and emphasize the reciprocal nature of socialization. I also teach a course in educational psychology that focuses on motivation in educational contexts, which is heavily informed by my own scholarly work on achievement motivation among elementary and middle school children. (Follow links to course description for additional details.)
I study the developmental, situational, and dispositional factors that underlie students’ motivation to learn. More specifically, I examine the tension and synergy between intrinsic and extrinsic forms of motivation as well as the strategies that parents and teachers use (e.g., praise, reward systems) to enhance or unwittingly undermine such motivation. I focus largely on the elementary and middle school years – an important time of growth in self-understanding and skill development. It is also a time when children become increasingly pessimistic about their capabilities and the value of hard work, which makes it ideal for studying developmental change in motivational processes and resilience in the face of setbacks. My laboratory, the Children’s Motivation Project, combines experimental research to specify causal processes with school-based surveys and interviews to conceptualize motivation in context.
Selected Recent Publications
(Reed student co-authors bolded)
Haimovitz, K., & Corpus, J. H. (2011). Effects of person versus process praise on student motivation: Stability and change in emerging adulthood. Educational Psychology, 31, 595-609.
Hayenga, A. O., & Corpus, J. H. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34, 371-383.
Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34, 154-166.
Cooper, C. A., & Corpus, J. H. (2009). Learners’ developing knowledge of strategies for regulating motivation. Journal of Applied Developmental Psychology, 30, 525-536.