Dr Jekaterina Rogaten

Biography

Research interests

My main research interests are in the field of positive psychology and education. In particular, I have expertise in the evaluation of interventions and teaching within Higher Education. Most of my research is centered but not limited to evaluation of the effectiveness of Higher Education courses and programmes as well as the effect of individual differences of academic progression. In addition, I am also interested in the evaluation of online learning environments and assessments of the learning design impact on learning. I also conduct research into the effects of psychological and socio-demographic predisposition on students’ learning and development of skills and abilities.

Research expertise

Research expertise in the area of individual differences, positive psychology and education with the focus on approaches to studying, creativity, flow, emotions, motivation, and metacognition.
• Successful publication track record and experience of peer reviewing for journals.
• Experience in developing research initiatives and programs and working on National, International and EU projects.
• Advanced research design and analysis skills including SEM, longitudinal data modelling and multilevel modelling.
• Competent user of SPSS and SPSS Macros, ViSta-PARAN, LISREL 8.8, MLWiN
• Ability to work independently as well as being part of a team, work under pressure and meet tight deadlines, strong organizational and time management skills.

PUBLICATIONS

Books and book chapters

1. Rogaten, J. et.al. (in press) Are assessment practices well aligned over time? A big data exploration. Assessment in a Digital World.
2. Rogaten, J., & Moneta, G. B. (2016). Creativity in Higher Education. In G. B. Moneta & J. Rogaten (Eds.), Psychology of creativity: Cognitive, emotional, and social processes. Nova Science Pub.
3. Moneta, G. B., & Rogaten, J. (Eds.). (2016). Psychology of Creativity: Cognitive, Emotional, and Social Process. Hauppauge, New York: Nova Science Pub Inc.

Journal articles


1. Rizvi S.Z., Rienties B., Rogaten J. (submitted). The Role of Demographics in Online Learning; A Decision Tree Based Approach. Computers & Education.
2. Mittelmier J., Rogaten J., Sachikonye, M., Gunter, A., Prinsloo, P., & Rienties, B. (in press). Understanding the adjustment of first-year distance education students in South Africa: Factors that impact student experiences. The International Review of Research in Open and Distance Learning.
3. Rogaten, J. & Rienties, B. (2019) Which first-year students are making most learning gains in STEM subjects? Higher Education Pedagogies, 3(1), 161-172.
4. Rogaten, J., Rienties, B., Cross, S.J., Whitelock, D., Sharpe, R., Lygo-Baker, S., & Littlejohn, A. (2019). Reviewing affective, behavioural, and cognitive learning gains in higher education. Assessment & Evaluation in Higher Education, 44(3), 321-337.
5. Rogaten, J., & Moneta, G. B. (2016). Positive and negative structures and processes underlying academic performance: A chained mediation model. Journal of Happiness Studies.
6. Rogaten, J., & Moneta, G. B. (2015). Use of creative cognition and positive affect in studying: Evidence of a reciprocal relationship. Creativity Research Journal, 27(2), 225-231.
7. Rogaten, J., & Moneta, G. B. (2015). Development and validation of the short Use of Creative Cognition Scale in studying. Educational Psychology: An International Journal of Experimental Educational Psychology, 35(3), 294-314.
8. Rogaten, J., Moneta, G. B., & Spada, M. M. (2013). Academic performance as a function of approaches to studying and affect in studying. Journal of Happiness Studies, 14(6), 1751-1763.
9. Moneta, G. B., Vulpe, A., & Rogaten, J. (2012). Can positive affect “undo” negative affect? A longitudinal study of affect in studying. Personality and Individual Differences, 53(4), 448–452.



Conference contributions

1. Rogaten, J. (2018). Do you need to have all the prerequisites to be successful in HE or can you make it work with what you have? Presentation. SRHE2018 conference, Celtic Manor, UK.
2. Rogaten, J., O’Dowd, R., Hauck, M., Müller-Hartmann. A., Guth, S. & Helm, F., (2018). Evaluating and Upscaling Telecollaborative Teacher Education. Presentation. SRHE2018 conference, Celtic Manor, UK.
3. Reedy, K., Greyling, L., Huntley, B. & Rogaten, J. (2018). Applying learning design to identify areas of improvement in 1st year Mathematics modules at the University of South Africa. Presentation. SRHE2018 conference, Celtic Manor, UK.
4. Rizvi S.Z., Rienties B., Rogaten J. (2018) Investigation of Temporal Dynamics in MOOC Learning Trajectories: A Geocultural Perspective. In: Penstein Rosé C. et al. (eds) Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science, vol 10948. Springer, Cham
5. Rizvi, S. Z., Rienties, B., & Rogaten, J. (2018). Temporal dynamics of MOOC learning trajectories. Proceedings of the First International Conference on Data Science, E-learning and Information Systems, Madrid, Spain.
6. Rogaten., J, Hemp, F. & Guth, S. (2018) Effectiveness of telecollaborative exchange for developing intercultural competence. Invited Symposium presentation, Technology Enhanced Language Education Conference, Krakow, Poland.
7. Rogaten., J, & Lewis, T. (2018) Assessing the Effectiveness of Telecollaboration. Invited Symposium presentation, Technology Enhanced Language Education Conference, Krakow, Poland.
8. Rogaten., Hauck, M. (2018) Can Virtual Exchange Enhance Teacher Trainees Digital-Pedagogical Competence?. Invited Symposium presentation, Technology Enhanced Language Education Conference, Krakow, Poland.
9. Rogaten, J., Mittelmeier, J., Cin, M., Long, D., Rienties, B., and Raghuram, P. (2017). Learning gains of international students in South African distance education. Symposium Presentation. SRHE conference, Celtic Manor, UK.
10. Cross, S., Rogaten, J., Sharpe, R. (2017) Learning gain: what students think. Symposium Presentation. SRHE conference, Celtic Manor, UK.
11. Rogaten, J., Jugariu, M., Hitchings, C., Scott, I., Kinchin, I., Sharpe, R., Lygo-Baker, S., & Rienties, B. (2017) Longitudinal analysis of students’ learning gains in Higher Education across two UK institutions. Symposium Presentation. SRHE conference, Celtic Manor, UK.
12. Rogaten, J., Mittelmeier, J., Cin, M., Long D., Van Zyl, D., & Rienties, B. (2017). Learning trajectories of international students in South Africa: Case study from the University of South Africa. Paper presentation at African Network for Internationalization of Education (ANIE). Kigali, Rwanda.
13. Rogaten, J., Mittelmeier, J., Cin, M., Long D., Van Zyl, D., & Rienties, B. (2017). Learning trajectories of science students in distance higher education. Paper Presentation at Pathways in, through and out of Higher Education, Hannover, Germany.
14. Rogaten, J., Rienties, B., Whitelock, D., Cross, S.J., & Littlejohn, A. (2017). Using big data to understand learning gains in knowledge and understanding in Social Science and Science. Paper presentation at European Association for Research on Learning and Instruction Biennieal Conference (EARLI 2017).
15. Rogaten, J., Rienties, B., & Whitelock, D. (2017). Assessing Learning Gains. Paper presentation at European Association for Research on Learning and Instruction Biennieal Conference (EARLI 2017).
16. Rogaten. J., Rienties. B., & Toetenel. L., (2017). Learning gains as a function of learning design in Higher Education. Paper presentation at HEA Annual Conference 2017.
17. Rogaten, J., Rienties, B., Whitelock, D., Cross, S.J., Littlejohn, A., Sharpe, R., Lygo-Baker, S., Scott, I., Warburton, S., & Kinchin, I. (2016). Multilevel modelling of learning gains: The impact of module particulars on students’ learning in Higher Education. Symposium Presentation. SRHE conference, Celtic Manor, UK
18. Rogaten, J., Whitelock, D., & Rienties, B. (2016). Assessing learning gains. Paper Presentation. Technology Enhanced Assessment Conference 2016, Tallinn, Estonia.
19. Rogaten, J. (2016). Learning analytics and learning gains: Multilevel modelling of academic performance. Teaching Excellence Framework: Raising Quality Standards, Manchester, UK.
20. Rogaten, J., Rienties, B., Whitelock, D., Cross, S.J., & Littlejohn, A. (2016). A multi-level longitudinal analysis of 80,000 online learners: Affective-Behaviour-Cognition models of learning gains. Paper Presentation. EARLI SIG 17: Qualitative and Quantitative Approaches to Learning and Instruction, Maastricht, Netherlands.
21. Rogaten, J. & Moneta, G. B. (2016). Academic excellence: The dynamic relationship between approaches to studying and learning gain. Paper Session, 8th European Conference of Positive Psychology, Angers, France.
22. Rogaten, J. & Moneta, G. B. (2014). Creativity and positive emotions in studying: Novel possibilities for improving students’ learning. Invited Symposium Paper, 7th European Conference of Positive Psychology, Amsterdam, Netherlands.
23. Rogaten, J., Moneta, G. B. & Spada, M. M. (2012). A trait-state model of deep approach to studying in university students. Invited Symposium Paper, 3rd International Conference on Education and Educational Psychology, Istanbul, Turkey.
24. Rogaten, J., Moneta, G. B. & Spada, M. M. (2012). A trait-state model of strategic approach to studying in university students. Invited Symposium Paper, 6th European Conference of Positive Psychology, Moscow, Russia.


Teaching expertise

Teaching experience at both undergraduate and postgraduate levels across a range of modules in psychology. Particular expertise in teaching advanced research design and quantitative data analysis.
• Experience of curricula and assessment design and development of effective online learning resources.
• Expertise in applying Learning Design tools to the development of the degree programmes.
• Teaching through adopting student-centred approach to facilitate the development of critical and analytical thinking and independent learning skills.
• Excellent oral presentation, communication, and group work facilitation skills in both formal and informal settings that result in maximising student engagement, retention, and satisfaction.
• Experience in research supervision MSc and PhD, marking, exam invigilation and provision of written and oral feedback.