Faculty and Staff Profiles

Martin H. Jones
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Office Hours: By appointment
Profile

Martin H. Jones received his doctorate in educational psychology from Indiana University, Bloomington and has a Bachelor degree in social studies education from Purdue University. Prior to entering graduate school, Dr. Jones worked as an instructor for college students with learning disabilities. It was during this time that he became interested in academic motivation and what affects students' desire to learn.

Dr. Jones' current research centers on how social influences affect academic motivation for students with and without learning disabilities. To this end, he studies peer groups and peer relationships as they affect students' academic motivation, self-regulated learning, and social functioning. Along with some some of his colleagues, Dr. Jones has developed several ways of measuring intra-group relationships as they pertain to self-regulated learning, academic motivation, and social interactions.

Before joining the University of Memphis faculty, Dr. Jones taught undergraduate and graduate courses in educational psychology, educational research methods, and special education. In addition, he has received several awards for his collegiate teaching.



Additional Information



Education
  • Ph.D. Educational Psychology - Indiana University, Bloomington - 2007
  • Master of Science Educational Psychology - Indiana University, Bloomington - 2005
  • Bachelor of Arts Social Studies Education - Purdue University - 2001

Teaching Experience

  • Seminar in Cognitive Processes (graduate) - University of Memphis
  • Peer Interactions and Academic Performance (graduate) - University of Memphis
  • Motivation (graduate) - University of Memphis
  • Learning Theories and Assessment (undergrad) - University of Memphis
  • Learning and Cognition (graduate) - University of Memphis
Service
  • Journal of Educational Research and Policy Studies - Editorial Board - 2011 - present
  • Journal of Youth and Adolescence - Invited Reviewer - 2011 - present
  • Journal of Research on Adolescence - Ad-hoc Reviewer - 2011 - present
  • Journal of Teacher Education - Ad-hoc Reviewer - 2011 - present
  • Journal of Child and Family Studies - Ad-hoc Reviewer - 2010 - present
  • Social Development - Ad-hoc reviewer - 2010-present
  • Journal of Child and Family Studies - Ad-hoc reviewer - 2010-present
  • Contemporary Educational Psychology - Ad-hoc reviewer - 2007 - present
  • Journal of Educational Psychology - Ad-hoc reviewer - 2007 - present
Journal Articles
  • Jones, M. H., Irvin, M. J., & Kibe, G. W. (in press). Does urbanicity alter the roles of academically supportive factors? African-American adolescentsí friendships, math self-concept, and math performance.†Journal of Negro Education.†
  • Jones, M. H., Audley-Piotrowski, S. R., & Kiefer, S. M. (2012). Relationships among adolescentsí perceptions of friendsí behaviors, academic self-concept, and math performance. Journal of Educational Psychology, 104,19-31.

  • Jones, M. H., Alexander, J. M., & Estell, D. B. (2010). Homophily among peer groups membersí perceived self-regulated learning. Journal of Experimental Education, 78, 378-394

  • Jones, M. H., & Estell, D. B. (2010). When elementary students change peer groups: Intra-group centrality, inter-group centrality, and self-perceptions of popularity. Merrill-Palmer Quarterly, 56(2), 164-188.  
  • Estell, D. B., Jones, M. H., & Van Acker, R. (2009). Quantity and consistency of best friendships in students with and without learning disabilities. Exceptional Children, 76(1), 110-124.

  • Edl, H. M., Jones, M. H., & Estell, D. B. (2008). Ethnicity and English proficiency: Teacher perceptions of academic and interpersonal competence in European-American and Latino students. School Psychology Review, 37(1), 38-45.

  • Jones, M. H., Estell, D. B., & Alexander, J. M. (2008). Friends, classmates, and self-regulated learning: Effects of peer discussions inside and outside the classroom. Metacognition and Learning, 3(1), 1-15.

  • Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T., & Rodkin, P. (2008). Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5-14.

  • Jones, M. H., & Estell. D B. (2007). Exploring the Mozart effect among high school students. Psychology of Aesthetics, Creativity, and the Arts, 1(4), 219-224.

  • Jones, M. H., West, S. D., & Estell, D. B. (2006). The Mozart effect: Arousal, preference, and spatial performance. Psychology of Aesthetics, Creativity, and the Arts, S(1), 26-32.
Presentations
  • Mueller, C. E., Hart, C. O., Royal, K. D., & Jones, M. H. (2012, August). Examining achievement goal orientations in rural African-American high school students: CFA results. Poster presented at the annual conference of the American Psychological Association, Orlando, FL.
  • Kibe, G. S., & Jones, M. H. (2012, August). Teachersí self-efficacy and collective efficacy beliefs: Rural studentsí academic achievement. Poster presented at the annual conference of the American Psychological Association, Orlando, FL.
  • Jones, M. H., Perdue, N. H., Estell, D. B., & Hansel, J. (2012, March). Academic performance and the middle-school transition: External and internal resiliency. Poster presented at the biennial conference of the Society for Research in Adolescence, Vancouver, Canada.
  • Jones, M. H., & Kibe, G. S. (2011, August). Friends, academic self-concept, and academic achievement: Black students and urbanicity. Poster presented at the annual conference of the American Psychological Association, Washington, D. C.
  • Jones, M. H., Estell, D. B., & Hamlet, T. W. (2011, April). The peer group dynamics of academic self-concept: Examining bidirectional influence. Poster presented at the biennial conference of the Society for Research in Child Development, Montreal, Canada.
  • Jones, M. H. (Invited chair). (2010, August). Illuminating motivation among a bevy of other constructs. Paper session at the annual conference of the American Psychological Association, San Diego, California.
  • Jones, M. H., Mueller, C., E. & Hamlet, T. W. (2010, August). Ethnicity, future academic self, and achievement goals. Poster presented at the annual conference of the American Psychological Association, San Diego, California.
  • Audley-Piotrowski, S. R., Jones, M. H., & Winsor, D. (2010, August). Peer perceptions affect student-athletesí academic performance. Poster presented at the annual conference of the American Psychological Association, San Diego, California.
  • Jones, M. H., Audley-Piotrowski, S. R., & Kiefer, S. M. (2010, March). Perceptions of friendsí academic and social beliefs and behaviors: Relationships with adolescentsí math performance. Poster presented at the biennial conference of the Society for Research in Adolescence, Philadelphia, PA.
  • Mueller, C., Jones, M. H., & Winsor, D. (2009, November). Possible selves, beliefs about knowledge, and academic motivation. Paper presented at the biennial conference of the Southwest Consortium for Innovative Psychology in Education, Las Vegas, Nevada.
  • †Jones, M. H., & Estell, D. B. (2009, August). When children change peer groups: Intra and inter-group popularity. Poster presented at the annual conference of the American Psychological Association, Toronto, Canada.
  • †Jones, M. H., Estell, D. B., & Audley-Piotrowski, S. R. (2009, May). Self perception of self-regulated learning affects perceptions of peer groupís self-regulated learning. Poster presented at the annual conference of the Association for Psychological Science, San Francisco, CA.
  • †Estell, D. B., Jones, M. H., & Edl, H. M. (2009, April). The clinical implications of social status: Sociometric status and perceived popularity. Poster presented at the biennial conference of the Society for Research in Child Development, Denver, CO.
  • Jones, M. H., & Estell, D. B., (2008, August). Self-regulated learning and academic performance: Peer groups and affiliates. Poster presented at the annual conference of the American Psychological Association, Boston, MA.
  • Jones, M. H., & Audley-Piotrowski, S. R. (2008, May). Self-regulated learning: Not a selecting factor in peer group similarity. Poster presented at the annual conference of the Association for Psychological Science, Chicago, IL.
  • Jones, M. H., & Kayali, L. (2008, May). Self-regulated learning discussions: Does it matter? Poster presented at the annual conference of the Association for Psychological Science, Chicago, IL.
  • Jones, M. H., & Estell, D. B. (2008, March). Peer groups and academic motivation: Homophily or dissimilarity? Poster presented at the annual conference of the American Educational Research Association, New York, NY.