Catherine M Bohn-Gettler

Catherine M Bohn-Gettler
College of Saint Benedict and Saint John's University | The College of Saint Benedict and Saint John's University · Department of Education

PhD

About

40
Publications
24,615
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1,581
Citations
Additional affiliations
August 2007 - June 2014
Wichita State University
Position
  • Professor (Associate)

Publications

Publications (40)
Article
Objective: This study examined the impact of State and Trait anxiety and dietary intake on college students' gastrointestinal symptoms during the COVID-19 pandemic. Participants: A total of 455 students, aged 18-23, from two residential colleges in the midwestern United States participated in the study during April 2021. Methods: An online que...
Article
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Objectives To determine the impact of State and Trait anxiety and dietary intake on college students' gastrointestinal symptoms during the COVID-19 pandemic. Methods A total of 455 students, aged 18–23, from two residential colleges in the midwestern United States participated in the study during April 2021. An online questionnaire that included t...
Article
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then oral...
Article
Knowledge revision is the process of updating incorrect prior knowledge in light of new, correct information. Although theoretical and empirical knowledge has advanced regarding the cognitive processes involved in revision, less is known about the role of emotions, which have shown inconsistent relations with key revision processes. The present stu...
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In our current era, learners are confronted with many and varying sources of information, such as news media, books, websites, social media, scientific articles, communicative interactions, and more. In addition, individuals must learn from such sources, making it important to critically examine the factors underlying learning from text and discour...
Article
Comprehension models do not often account for the multifaceted and emotionally charged nature of reading in real-world settings. In addition, studies of how reader emotions influence comprehension often yield conflicting findings due to lack of specificity regarding the process, emotion, and task under investigation. The PET (Process, Emotion, Task...
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This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time f...
Chapter
This chapter weaves together the voices of five teachers and teacher educators (two first-year classroom teachers and three teacher education faculty) collaborating to better understand socially just outcomes in the field of English language arts teacher preparation. Building from the premise that it is the seeking of multiple perspectives and the...
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This study sought to examine the effects of a teacher-designed, differentiated instructional model on the reading skills (i.e., fluency and vocabulary) of struggling third grade readers. Participants included eight struggling third grade students in the intervention classroom and a comparison group of eight struggling third grade students in a cont...
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The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n = 74) with different levels of comprehension skill read narrative texts aloud and were asked caus...
Chapter
In recent decades, the role of recess during the school day has been called into question. This chapter addresses the critical issue of whether recess adds value to education by describing research examining the effects of recess on development and achievement. This topic is of critical importance for educational settings and wellbeing: To ensure t...
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In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Wor...
Article
During narrative comprehension, reading times increase for changes in time, space, characters, goals, and causation. This study examined the extent to which instructional manipulations modify dimension monitoring during reading and whether this affects comprehension. Sixty-seven participants read three narratives (pretest). Half of the participants...
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The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General)...
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Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, and in particular, those influences that might be derived from particular tasks or strategies. However, there is...
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When reading narratives, adults monitor shifts in time, space, characters, goals, and causation. Shifts in any of these dimensions affect both moment-by-moment reading and memory organization. The extant developmental literature suggests that middle school children have relatively sophisticated understandings of each of these dimensions but does no...
Article
This longitudinal, naturalistic study addressed behavioral and social cognitive processes implicated in preschool children's social dominance. In the first objective, we examined the degree to which peer aggression, affiliation, and postaggression reconciliation predicted social dominance across a school year. Consistent with predictions, all three...
Article
Sex differences in adults' observations and ratings of children's aggression was studied in a sample of preschool children (N=89, mean age=44.00months, SD=8.48). When examining the direct observations made by trained observers, male observers, relative to female observers, more frequently recorded aggressive bouts, especially of boys. On rating sca...
Article
In this 2-year longitudinal study, we hypothesized that sex of the human child (Homo sapiens), differences in physical activity, and time of the year would interact to influence preschool children's sex segregation. We also hypothesized that activity would differentially relate to peer rejection for boys and girls. Consistent with the first hypothe...
Article
Bistrategic resource control entails using both coercive and prosocial strategies in competition for resources. The present study sought to clarify whether bistrategic involves more than simply using both strategies some of the time. Examining 88 preschoolers' coercion and prosociality over an entire school year, results showed that coercive resour...
Article
The role of teacher intervention in preschoolers' peer conflicts is controversial, with one view suggesting that children should resolve conflicts on their own, and another that socialization accounts for conflict resolution's development. This study strives to clarify this issue using a short-term longitudinal, observational design to examine teac...
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In the present study, we investigated the degree to which children's inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary. To address both aims, we followed two cohorts of children aged 4 and 6 as they turned 6 and 8 years old, respectively. At each...
Article
In exploring the potential for mentoring to support novice teachers’ use of effective teaching practices, we conducted a grounded theory analysis about change potential. Themes emerging from cross-case analysis of survey, interview, and observation data from six beginning primary teachers in the US and their mentors revealed factors, other than typ...
Article
This study of 61 preschool children used an observational, longitudinal design to examine the degree to which social dominance relationships account for time-related change in rates of aggression and affiliation across a school year. Specific hypotheses reflected the view that, over time, behavioral function should change in accord with the stabili...
Article
The interactive influence of preschool children's level of physical activity, sex, and time on the degree of sex segregation was assessed. A sample of nursery school children was observed across much of a school year, and levels of physical activity and sex segregation were sampled during their free play periods. Following sexual selection theory,...
Article
The authors examined preschoolers' aggressive and cooperative behaviors and their associations with social dominance. First and as predicted, directly observed aggressive interactions decreased across the school year, and same-sex aggression occurred more frequently than cross-sex aggression. Next, the authors examined the relation between aggressi...
Article
Abstract This study ofpresch ool children used an observational, longitudinal design to examine patterns of growth and change in social behaviors over time, and the degree to which social dominance accounts for variation in such patterns. Specific hypotheses reflected our view that, over time, the function ofsocial behaviors should change in accord...
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Full-text available
The authors suggest that the recess period serves a positive purpose in the primary school curriculum, counter to the current practice of minimizing recess in many schools across North America and the United Kingdom. The authors' position is embedded in the larger debate about school accountability; they argue that school policy should be based on...
Article
We observed 6 primary-grades teachers in public and private schools in this study. Based on midyear observations, 2 of these teachers were much more effective compared to the other 4 in producing greater student engagement and literacy progress, as determined by video and observation data of multiple content areas and as rated by the Classroom AIMS...
Chapter
This chapter reviews the study of teaching in elementary and secondary schools. Information in the first section summarizes a large body of work by Pressley and his colleagues generated through longitudinal studies and qualitative analyses of classroom observations of teaching behaviors. Findings associated with this naturalistic work have led to a...