School of Education Counseling & Psychology in Education

Amy Schweinle

Amy Schweinle
Associate Professor
Counseling and Psychology in Education: Educational Psychology, School of Education
Phone: 605-677-5257
Teaching Interests:
Applied and Psychological Statistics including multivariate, longitudinal data analysis, experimental design, regression designs Developmental Psychology Infant-Child Development
Education:
  • Ph D, Experimental Psychology, The University of Texas at Arlington, 2001
  • MS, Experimental Psychology, The University of Texas at Arlington, 1998
  • BA, Psychology, Midwestern State University, 1993
Research:
  • Students’ perspectives on elements of engagement for successful learning, University of South Dakota Research Catalyst Program, (2004)
Grants:
  • Medicine and Counseling and Psychology In Education Collaborate on Study of Adult Children of Alcoholics and Neuroscience, Center for Brain and Behavior Research, (2014)
  • Teacher Effects on Motivation in Ability Grouped Fifth Grade Mathematics Classes., Center for Teaching and Learning, (2010 - 2011)
  • Visiting Scholar, Teaching and Learning Grant, (2008 - 2009)
  • Motivation and food choices, USD Undergraduate Research, (2008 - 2009)
  • Teacher Effects on Motivation in Ability Grouped Fifth Grade Mathematics Classes. , USD Graduate School, (2008 - 2009)
  • Great Plains Conference on the Teaching of Psychology (GP-CTOP). , American Psychological Society, (2007 - 2007)
Publications:
  • Bjornestad, A., Schweinle, A., Elhai, J. D., Measuring secondary traumatic stress symptoms in military spouses With the PTSD Checklist Military Version (PCL-M)., Journal of Nervouse.
  • Bardhoshi, G., Schweinle, A., Duncan, K., Understanding the impact of school factors on school counselor burnout: A mixed methods study, The Professional Counselor.
  • Schweinle, A., Accuracy of Teachers’ Perceptions of the Students, Teacher Education and Practice.
  • Schweinle, A., Engel, S., Jiang, X., Schley, E., Tramp, D., (2014), Fifth-grade students’ motivation to learn: Mathematics and English, Submitted to Gayville-Volin School District and Beadle Elementary, Yankton, SD.
  • Stachowitz, A. L., Choi, H., Schweinle, A., The Use of the BASC-2 for the Screening of Female Adolescents At-Risk of Developing an Eating Disorder, Psychology in the Schools.
  • Schweinle, A., Berg, P., Sorenson, A. R., (2013), Preadolescent Perceptions of Challenging and Difficult Course Activities and Their Motivational Distinctions, Educational Psychologist, vol. 33, iss. 7, pp. 797-816.
  • Schweinle, A., Helming, L., (2011), Success and motivation among college students., Social Psychology of Education: An International Journal, vol. 14, iss. 1, pp. 529-546.
  • Elhai, J. D., Engadahl, R. M., Palmieri, P. A., Naifeh, J. A., Schweinle, A., Jacobs, G., (2009), Assessing posttraumatic stress disorder with or without reference to a single, worst traumatic event: Examining differences in factor structure, Psychological Assessment, vol. 21, pp. 629-634.
  • Rieck, M., Schweinle, A., (2009), Correlation of Emotion and Food Choice in College Students. , University of South Dakota.
  • Schweinle, A., Reisetter, M. F., Stokes, V., (2009), Elements of engagement for successful learning, The Qualitative Report, vol. 14, iss. 4, pp. 774-806.
  • Schweinle, A., Bjornestad, A., (2009), Flow theory, Macmillan , vol. 1, pp. 413-416.
  • Schweinle, A., Mims, G., (2009), Mathematics self-efficacy: Stereotype threat versus resilience., Social Psychology of Education: An International Journal, vol. 12, iss. 3, pp. 501-514.
  • Schweinle, A., (2009), Understanding young adolescents' optimal experiences in academic settings, Journal of Experimental Education, vol. 77, iss. 2, pp. 125-146.
  • Long, M. E., Elhai, J. D., Schweinle, A., Gray, M. J., Grubaugh, A. L., Frueh, B. C., (2008), Differences in posttraumatic stress disorder diagnostic rates and symptom severity between Criterion A1 and non-Criterion A1 stressors., Journal of Anxiety Disorders, vol. 22, pp. 1255-1263.
  • Morrison, M., Gosmire, D., Schweinle, A., (2008), Effective professional development for rural educators: An in-depth glance., Dakota Interactive Academic Link.
  • Nelson, D., Kennedy, B., Regnerus, C., Schweinle, A., (2008), Accuracy of Automated Blood Pressure Monitors, Journal of Dental Hygiene, vol. 82, iss. 4, p. 35.
  • Schweinle, A., Stokes, V., (2007), Sleep and academic functioning, Growth: The Journal of the Association for Christians in Student Development, vol. 7, pp. 27-37.
  • Schweinle, A., (2006), Fifth-grade mathematics students’ motivation to learn, University of South Dakota.
  • Schweinle, A., Reisetter, M., Stokes, V., (2006), Freshman student engagement at USD. , University of South Dakota.
  • Schweinle, A., Nelson, S., (2005), Can challenging classes be enjoyable?, Academic Exchange Quarterly, vol. 9, iss. 2, pp. 41-45.
  • Braunstein, R., Schweinle, A., (2005), Explaining race disparities in South Dakota sentencing and incarceration, South Dakota Law Review, vol. 50, iss. 3, pp. 440-474.
Awards and Honors:
  • Belbas-Larson Teaching Award Nominee, University of South Dakota, 2014
  • Belbas-Larson Teaching Award Nominee, University of South Dakota, 2013
  • Belbas-Larson Teaching Award, University of South Dakota, 2008
  • Belbas-Larson Teaching Award Nominee, University of South Dakota, 2007