Tara Stevens, Ed.D.
Office: Education 373
Dr. Tara Stevens is a professor of Educational Psychology and is licensed to practice psychology in Texas schools as an LSSP. Her research interests have focused on variables that influence mathematics achievement. She has studied efficacy beliefs and interest, television viewing, ADHD, and physical activity. More recently, her research focus has shifted from students to teachers to include the investigation of teacher trauma related to classroom, school, and broader contexts. She has received prior funding from agencies such as the National Science Foundation, American Educational Research Association/IES, and the Mathematical Association of America/Tensor-Summa Foundation.
- B.A. in Psychology, Angelo State University 1992
- M.S. in Psychology, Angelo State University, 1994
- Ed.D. in Educational Psychology, Texas Tech University, 2000
Areas of Expertise
- Instrument development to support grant evaluation activities (e.g., Mathematics Interest Inventory, Students' Perceptions of Teacher Successes, Sources of Math Self-Efficacy)
- Development of curricular materials (Building Self-Efficacy for Self-Efficacy Builders) to support the training of middle level mathematics teachers
- Program evaluation of STEM projects
Stevens, T. (2019). Physical activity and student learning. New York: Routledge.
Barnard-Brak, L. & Stevens, T. (2019). Association of summer extended school year services and academic regression. The School Psychologist, 73(1), 3-10.
Barnard-Brak, L., Stevens, T., & Albright, E. (2017). Academic red-shirting and academic achievement among students with ADHD. Contemporary Educational Psychology, 50, 4-12.
Stevens, T., Peng, L., & Barnard-Brak, L. (2016). The Comorbidity of ADHD in Children Diagnosed with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 31, 11-18.
Stevens, T., Harris, G., & Higgins, R. (2013). Student rating of teacher practices. International Journal of Mathematics Education in Science and Technology, 44, 984-995.
Stevens, T., Barnard-Brak, L., & To, Y. (2009). Television viewing and symptoms of inattention and hyperactivity across time: The importance of research questions. Journal of Early Intervention, 31, 199-214.
Stevens, T., & Mulsow, M. (2006). There is no meaningful relationship between television exposure and symptoms of Attention-Deficit/Hyperactivity Disorder.Pediatrics, 117, 665-672.
Stevens, T., & Olivárez, Jr., A. (2005). Development of the Mathematics Interest Inventory. Measurement & Evaluation in Counseling & Development, 38, 141-152.
Stevens, T., Olivárez, A., Jr., Lan, W., & Tallent-Runnels, M. K. (2004). The role of mathematics self-efficacy and motivation in mathematics performance: Issues across ethnicity. Journal of Educational Research, 97, 208-221.