Teacher Education and Higher Education (TEHE) Department
Office: 410 SOE Building
- Ph.D., Educational Psychology, Stanford University
- M.Ed., Education, Boston University
- B.S., Psychology, University of Illinois at Urbana
Dr. Schunk’s research examines the effects of social and instructional factors on learning, motivation, and self-regulation. He teaches graduate courses in learning and motivation and undergraduate courses in learning and educational psychology. Author of textbooks on learning and motivation, he has published over 120 articles and chapters and has edited nine books. For 10 years he was Dean of the UNCG School of Education. His awards include the Senior Distinguished Research Scholar Award (UNCG School of Education), the Award for Outstanding Contributions (American Educational Research Association Studying and Self-Regulated Learning Special Interest Group), and inclusion in Who’s Who in America.
Schunk, D. H. (2016), Learning theories: An educational perspective (7th ed.). Boston: Pearson Education.
Schunk, D. H., & DiBenedetto, M. K. (2014). Academic self-efficacy. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 115-130). New York: Routledge.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Boston: Pearson Education.
Schunk, D. H., & Mullen, C. A. (2013). Toward a conceptual model of mentoring research: Integration with self-regulated learning. Educational Psychology Review, 25, 361-389.