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Conversations with Three Highly Productive Educational Psychologists: Richard Anderson, Richard Mayer, and Michael Pressley

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Abstract

This article seeks to answer the question, “What factors characterize highly productive educational psychologists?” Using qualitative research methods, we identified three top scholars in educational psychology—Richard Anderson, Richard Mayer, and Michael Pressley—and examined factors that influence their work. Although each scholar had a distinctive trademark characteristic, they had much in common. Each had an impressive lineage, gravitated to centers of excellence, was guided by routine, contributed significantly to educational service, pursued outside interests, strived for clarity in writing, collaborated heavily and effectively with students, and shared the same guiding philosophy regarding scholarly productivity. The article concludes with advice to budding educational psychologists and with unanswered questions that perhaps merit further research.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Nebraska—Lincoln, Lincoln, Nebraska

    Kenneth A. Kiewra & John W. Creswell

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  1. Kenneth A. Kiewra
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  2. John W. Creswell
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Kiewra, K.A., Creswell, J.W. Conversations with Three Highly Productive Educational Psychologists: Richard Anderson, Richard Mayer, and Michael Pressley. Educational Psychology Review 12, 135–161 (2000). https://doi.org/10.1023/A:1009041202079

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