Publications

This page contains links to some of my scholarly publications. For a complete list of my scholarly publications, please see my CV.

2022 & 2023

Traga Philippakos, Z., MacAuthur, C., & Rocconi, L. M. (2023). Effects of genre-based writing professional development on K to 2 teachers’ confidence and students’ writing quality. Teaching and Teacher Education, 135.

Boyd, A., Morrow, J. M., & Rocconi, L. M. (2022). Development and validation of the Parasocial Relationship in Social Media Survey. The Journal of Social Media in Society, 11(2), 192-208.

Traga Philippakos, Z., Rocconi, L. M., Blake, K., & Summers, J. (2022). Teachers’ practices during COVID-19: Practices and perspectives in elementary and secondary settings. Social Science & Humanities Open, 6, 1-10.

Gibson, T., Morrow, J., & Rocconi, L. M. (2022). Development and Validation of the Emporium Model Motivation Scale (EMMS). Future Review: International Journal of Transition, College, and Career Success, 5(1), 24-38.

Peterson, C., Ortiz, R, & Rocconi, L.M., &. (2022). Community food security: The muti-level association between social capital, economic capital, and diet quality. International Journal of Community Well-Being, 5, 571-585.

Rocconi, L. M. & Boyd, A. T. (2022). Measuring Quality in Legal Education: Examining the Relationship between Law School Rank and Student Engagement. Research in Higher Education, 63, 1261-1282.

Wright, S., Skinner, C. H., Crewdson, M., Moore, T., McCurdy, M., Coleman, M. B., & Rocconi, L. M. (2022). Using a tootling intervention to sequentially enhance and maintain at-risk elementary students’ performance of multiple social skills. School Psychology, 37(3), 248-258. . Impact Factor (2021) = 3.286

McCallum, R., Kirkpatrick, B., Heidel, R., Rocconi, L. M., Price, C., Gee, K., Lewis, J. (2022). Validating a Novel Emotional Intelligence Instrument for Resident Physicians. Evaluation & the Health Professions, 45(3), 277-287. https://doi.org/10.1177/01632787211061420

Pacheco Diaz, N., *Walker, J. P., Rocconi, L. M., Morrow, J. A., Skolits, G. J., *Osborne, J. D., & *Parlier, T. R. (2022). Faculty use of end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 33(3), 285-297. https://www.isetl.org/ijtlhe/pdf/IJTLHE4083.pdf

Parlier, R., Rocconi, L. M., Davison, C., & Skolits, G. (2022). The effects of learning community participation on community college students’ learning outcomes and student engagement. Community College Journal of Research and Practice, 46(4), 272-283.

Pacheco Diaz, N., Walker, J. P., Rocconi, L. M., Morrow, J. A., Skolits, G. J., Osborne, J. D., & Parlier, T. R. (2022). Faculty use of end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 33(3), 285-297

2021

Pacheco Diaz, N. & Rocconi, L. M. (2021). Science achievement in Chilean students: A multilevel model approach. Journal of Research in STEM Education, 7(2), 93-116.

Boyd, A. T. & Rocconi, L. M. (2021) Formatting data for one and two mode undirected social network analysis. Practical Assessment, Research, and Evaluation, 26(24), 1-10. Available at: https://scholarworks.umass.edu/pare/vol26/iss1/24

Zilvinskis, J., Rocconi, L. M., & McCormick, A. (2021). Does teaching count? The relationship between US News faculty resource measures and students’ experiences with faculty. In E. Hazelkorn (Ed.), Research Handbook on University Rankings.

Walker, J. P. & Rocconi, L. M. (2021). Problem-solving ability in courses with multiple types of experiential learning. Journal for Research & Practice in College Teaching, 6(1), 137-160.

Walker, J. P. & Rocconi, L. M. (2021). Experiential Learning Student Surveys: Indirect Measures of Student Growth. Research and Practice in Assessment, 16(1), 21-35.

2020

Richardson, R., Rocconi, L.M., & Crewdson, M. (2020). Evaluating English Learner Progress in Reading: How Much Growth Can We Expect? School Psychology Review.

Rocconi, L. M., Xiqian, L., & Pike, G. R. (2020). Holland’s theory and the impact of person-environment fit on grades, perceived gains, and satisfaction. Higher Education, (80)5, 857-874.

Gibson, T., Morrow, J. A., & Rocconi, L. M. (2020). A modernized heuristic approach to robust exploratory factor analysis. The Quantitative Methods for Psychology, 16(4), 295-307. pdf

Gibson, T. O. Jr., Morrow, J. A., Skolits, G. J., & Rocconi, L. M. (2020). Students’ Experiences Learning in the Emporium Model (E-Model). The Learning Assistance Review, 25(2), 51-83.

Rocconi, L. M., Dumford, A. D., & Butler, B. (2020). How often is ‘often’: Examining the meaning of vague quantifiers in higher education. Research in Higher Education, 61(2), 229-247.

2019

Rocconi, L. M., Taylor, A., Haeger, H., Zilvinskis, J., & Christensen, C. (2019). Beyond the numbers: An examination of diverse interactions in law school. Journal of Diversity in Higher Education, 12(1), 27-37. pdf

Rocconi, L. M., & Gonyea, R. (2018/2019). Contextualizing student engagement effect sizes: An empirical analysis. Research & Practice in Assessment, 13, 22-38. pdf

Rocconi, L. M. (2019). A glimpse beyond the numbers. The Law School Survey of Student Engagement Guest Blog Post.

2018

Miller, A., Rocconi, L.M., & Dumford, A.D. (2018). Focus on the finish line: Does high-impact Practice participation influence career plans and early job attainment? Higher Education, 75(3), 489-506.

Zilvinski, J., & Rocconi, L. M. (2018). Revisiting the relationship between institutional rank and student engagement. The Review of Higher Education, 41(2), 253-280.

Cole, J., Gonyea, R., & Rocconi, L. (2018). With retention, the key is “act locally”. In R. Feldman (Ed.), The First Year of College: Research, Theory, and Practice on Improving the Student Experience and Increasing Retention. Cambridge, UK: Cambridge University Press.

2017

Zilvinskis, J., & Rocconi, L.M. (2017). Utilizing survey research and multilevel modeling to explore the relationship between institutional rank and student engagement. SAGE Research Methods Cases.

2016

Miller, A. L., Sarraf, S. A., Dumford, A. D., & Rocconi, L. M. (2016). Construct validity of NSSE engagement indicators. Bloomington, IN: Center for Postsecondary Research.

Taylor, A.N., Christensen, C., & Rocconi, L.M. (2016). How a decade of debt changed the law school experience (LSSSE Annual Results 2015). Bloomington, IN: Indiana University Center for Postsecondary Research.

2015

Rocconi, L.M., Ribera, A., & Nelson Laird, T. (2015). College seniors’ plans for graduate school: Do deep approaches to learning and Holland academic environments matter? Research in Higher Education, 56(2), 178-201.

Dumford, A., & Rocconi. L. M. (2015). Development of the quantitative reasoning items on the National Survey of Student Engagement. Numeracy, 8(1), Article 5.

Silver, C., & Rocconi, L. M. (2015). Learning from and about the numbers. Journal of Legal Metrics, 4(1), 53-84.

2013

Rocconi, L. M. (2013). Analyzing multilevel data: Comparing findings from hierarchical linear modeling and ordinary least squares regression. Higher Education, 66(4), 439-461.

Rocconi, L. M., Lambert, A. D., McCormick, A. C., & Sarraf, S. A. (2013). Making college count: An examination of quantitative reasoning activities in higher education. Numeracy, 6(2), Article 10.

Silver, C., Rocconi, L. M., Haeger, H., & Watkins, L. (2013). Gaining from the system: Lessons from the Law School Survey of Student Engagement about how students benefit from law school. University of St. Thomas Law Journal, 10(1), 286-316. pdf

2012

Pike, G. R., & Rocconi, L. M. (2012). Multilevel modeling: Presenting and publishing the results for internal and external constituents. In Lott, J. L. & J. S. Antony. (Eds.), Multilevel modeling: Techniques and applications in institutional research (New Directions for Institutional Research, no.154, pp. 111-124). San Francisco: Jossey-Bass.

2011

Rocconi, L. M. (2011). The impact of learning communities on first year students’ growth and development in college. Research in Higher Education, 52(2), 178-193.

2010

Rocconi, L. M. (2010). An application of Pace’s model of student development and college impress on learning community students. American Journal of Educational Studies, 3(1), 39-51. pdf

2009

Rocconi, L. M., & Ethington, C. A. (2009). Assessing longitudinal change: Adjustment for regression to the mean effects. Research in Higher Education, 50(4), 368-376.

Smart, J. C., Ethington, C. A., Umbach, P. D., & Rocconi, L. M. (2009). Faculty emphases on alternative course-specific learning outcomes in Holland’s model environments: The role of environmental consistency. Research in Higher Education, 50(5), 483-501.

Louis Rocconi