Match tier
Likely match
Presence
Current · Arkansas
Last published
2025
Sources
OpenAlex · ORCID
Refreshed
2026-10-06
J
Jeremiah Sullins
This is a likely match — the affiliation was inferred from OpenAlex, ORCID, and web sources but has not been fully confirmed. Treat with appropriate caution.
Professor of Psychology
Also affiliated: University of Memphis (2004–2013)
11 h-index
44 pubs
1,348 cited
Research Areas
Links
Biography and Research Information
OverviewAI-generated summary
Jeremiah Sullins' research investigates the intersection of affect, dialogue, and deep learning, particularly within intelligent tutoring systems like AutoTutor. His work explores how affective states, expressed through methods such as the Emote-Aloud Procedure, influence the learning process and how these states can be predicted from system interactions. Sullins has examined the effectiveness of affective sensitivity in promoting deep learning and the role of deep-level reasoning questions during vicarious learning.
His publications also touch upon the development and effectiveness of novel feedback mechanisms within intelligent tutoring systems. Sullins' scholarship metrics include an h-index of 11, with 44 total publications and over 1,300 citations. He has collaborated with S.D. Barber at Harding University Main Campus on shared publications. Sullins remains an active researcher.
Metrics
- h-index: 11
- Publications: 44
- Citations: 1,348
Positions
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Professor of Psychology publications 2014–2025Harding University Main Campus Institution web page
Selected Publications
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Eliciting Shame: The Effects of Shame Proneness and Impostor Phenomenon on a Naturalistic Shame Induction (Poster 20): Division C - Section 2a: Cognitive and Motivational Processes Stage 1, 4:32 PM (2025)
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Beyond Traditional Approaches: Novel Approaches For State Shame Induction and Reduction (2025)
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Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning (2024)
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Board 67: Shame in Engineering: Unpacking the Expectations that Students Co-Construct and Live Within (2020)
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Not all confusion is productive: an investigation into confusion induction methods and their impact on learning (2019)
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When Knowledge Isn't Power: The Influence of Prior Knowledge on Question Generation Training. (2018)
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Exploring shame in engineering education (2016)
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Are you asking the right questions: The use of animated agents to teach learners to become better question askers (2015)
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Exploring the effectiveness of a novel feedback mechanism within an intelligent tutoring system (2015)
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The Impact of Anomalous Information, Personality, and Motivation on Self- Regulatory Processes in a Multimedia Vicarious Learning Environment. (2015)The Florida AI Research Society OpenAlex
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Are Educational Shows Teaching Our Children to Become Life-Long Learners? (2014)Journal of educational multimedia and hypermedia OpenAlex
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The relationship between cognitive disequilibrium, emotions and individual differences on student question generation (2014)
Collaboration Network
Top Collaborators
Xiangen Hu
University of Memphis (US)
4 shared publications
- Exploring the effectiveness of a novel feedback mechanism within an intelligent tutoring system
- Are you asking the right questions: The use of animated agents to teach learners to become better question askers
- When Knowledge Isn't Power: The Influence of Prior Knowledge on Question Generation Training.
- The Impact of Anomalous Information, Personality, and Motivation on Self- Regulatory Processes in a Multimedia Vicarious Learning Environment.
Samuel F. Acuff
University of Memphis (US)
2 shared publications
- Are you asking the right questions: The use of animated agents to teach learners to become better question askers
- When Knowledge Isn't Power: The Influence of Prior Knowledge on Question Generation Training.
Daniel Neely
Auburn University (US)
2 shared publications
- Are you asking the right questions: The use of animated agents to teach learners to become better question askers
- When Knowledge Isn't Power: The Influence of Prior Knowledge on Question Generation Training.
James Huff
Harding University Main Campus (US)
2 shared publications
- Exploring shame in engineering education
- Board 67: Shame in Engineering: Unpacking the Expectations that Students Co-Construct and Live Within
Nicola W. Sochacka
Harding University Main Campus (US)
2 shared publications
- Exploring shame in engineering education
- Board 67: Shame in Engineering: Unpacking the Expectations that Students Co-Construct and Live Within
Joachim Walther
Harding University Main Campus
2 shared publications
In database
- Exploring shame in engineering education
- Board 67: Shame in Engineering: Unpacking the Expectations that Students Co-Construct and Live Within
S.D. Barber
Harding University Main Campus
2 shared publications
In database
- Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning
- Not all confusion is productive: an investigation into confusion induction methods and their impact on learning
Jeannine E. Turner
Florida State University (US)
2 shared publications
- Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning
- Beyond Traditional Approaches: Novel Approaches For State Shame Induction and Reduction
Arthur C. Graesser
University of Memphis (US)
1 shared publication
- The relationship between cognitive disequilibrium, emotions and individual differences on student question generation
Tiffany Howard
University of Mobile (US)
1 shared publication
- Are Educational Shows Teaching Our Children to Become Life-Long Learners?
Kimberly Goza
Middle Tennessee State University (US)
1 shared publication
- Are Educational Shows Teaching Our Children to Become Life-Long Learners?
Scotty D. Craig
Arizona State University (US)
1 shared publication
- Exploring the effectiveness of a novel feedback mechanism within an intelligent tutoring system
Danielle S. McNamara
1 shared publication
- Are you asking the right questions: The use of animated agents to teach learners to become better question askers
Eric Hildebrand
Harding University Main Campus (US)
1 shared publication
- Are you asking the right questions: The use of animated agents to teach learners to become better question askers
Grant Stewart
Harding University Main Campus (US)
1 shared publication
- Are you asking the right questions: The use of animated agents to teach learners to become better question askers
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