University of Colorado Denver Business School, offering Bachelor, MBA, MS, and PhD degrees

Research Interests

• Self-regulated learning
• Developing interventions for increasing the effectiveness of online learning
• Understanding the construct validity of training evaluation criteria
• Attrition from work-related training

PhD, Industrial and Organizational Psychology, University of Tulsa, Tulsa, Oklahoma            

MA, Industrial and Organizational Psychology, University of Tulsa, Tulsa, Oklahoma                   

BS, Psychology with Statistics minor, Iowa State University, Ames, Iowa

Honors

Researcher of the Year, University of Colorado Denver Business School, 2013

Academy of Management Learning and Education Best Article Award, 2010

Scientist Practitioner Award, University of Tulsa, 2005

Consortium of Universities Research Fellowship, 2003-2005

Student research grant, University of Tulsa, 2004

Recognition for outstanding volunteer work from Bill LaFortune, Mayor of Tulsa, 2003

Chapman Graduate Scholar Award, University of Tulsa, 2002

Golden Key Award: Granted to top 10% of academic class, Iowa State University, 2000

Student Scholars and Leaders Award: Granted to top 2% of academic class, Iowa State University, 1999

Psi Chi: The National Honor Society in Psychology, inducted 1999

Research Grants

Army Research Institute Early Career Contract: A comparison of theoretical approaches to improving self-regulatory processes in technology-delivered instruction ($250,000), 2009​

Selected Publications

Sitzmann, T. & Yeo, G. (in press). A meta-analytic investigation of the within-person self-efficacy domain: Is self-efficacy a product of past performance or a driver of future performance? Personnel Psychology.

Sitzmann, T. (2012). A theoretical model and analysis of the role of self-regulation in the attrition process. Learning and Individual Differences, 22, 46-54.

Sitzmann, T. & Johnson, S. K. (2012). The best laid plans: Examining the conditions under which a planning intervention improves learning and reduces attrition. Journal of Applied Psychology, 97(5), 967-981

Sitzmann, T. & Johnson, S. K. (2012). When is ignorance bliss? The effects of inaccurate self-assessments of knowledge on learning and attrition. Organizational Behavior and Human Decision Processes, 117, 192–207.​

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64,489-528.

Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137, 421-442.

Brown, K. G., & Sitzmann, T. (2011). Training and employee development for improved performance. In S. Zedeck (Ed.), Handbook of Industrial and Organizational Psychology, 2, 469-503. Washington, DC: American Psychological Association.

 Journal of Experimental Psychology: Applied, 16, 281-292.​

Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Academy of Management Learning and Education, 9, 169-191.

Brown, K. G., Sitzmann, T., & Bauer, K. N. (2010). Self-assessment one more time: With gratitude and an eye toward the future. Academy of Management Learning and Education, 9, 348-352

Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Academy of Management Learning and Education, 9, 169-191.

Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95, 132-144.

Ely, K., Sitzmann, T., & Falkiewicz, C. (2009). The influence of goal orientation dimensions on time to train in a self-paced training environment. Learning and Individual Differences, 19, 146-150.

Sitzmann, T., Bell, B. S., Kraiger, K., & Kanar, A. M. (2009). A multilevel analysis of the effect of prompting self-regulation in technology-delivered instruction. Personnel Psychology, 62, 697-734.

Sitzmann, T., Brown, K. G., Ely, K., Kraiger, K., & Wisher, R. A. (2009). A cyclical model of motivational constructs in Web-based courses. Military Psychology, 21, 534-551.

Sitzmann, T., & Ely, K. (2008). Do second generation models have more to offer? Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 494-495.

Sitzmann, T., Brown, K. G., Casper, W. J., Ely, K., & Zimmerman, R. (2008). A review and meta-analysis of the nomological network of trainee reactions. Journal of Applied Psychology, 93, 280-295.

Towler, A. J., Kraiger, K., Sitzmann, T., Van Overberghe, C., Kuo, J., Ronen, E. & Stewart, D. (2008). The seductive details effect in technology-delivered instruction. Pragmatics and Cognition, 21, 65-86.

Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of Web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59, 623-664.