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After serving for six years as assistant professor in the
special education department at the Peabody College of
Vanderbilt University, I came to the University of Minnesota
in 1986.
Much of my research has focused on mastery motivation,
both in the object and social realms, for children with and
without disabilities and of various cultures. I have
developed a scale for social mastery motivation to facilitate
a better understanding of children's self-initiated learning,
and conducted validation of this scale with my research team.
I have found that the diminished degree of mastery
motivation, often observed in children with cognitive delays,
may be the result of environmental experiences that do not
encourage exploration.
I hope that my research will lead to the development of
additional ways in which parents and teachers can work
effectively with children with cognitive disabilities. In
addition to my work on mastery motivation, I have done
research on assessment of children with severe cognitive
disabilities, effects of in utero drug exposure on children,
and decision making and evaluation of educational programs.
Selected publications
Thayer, J. S., & Hupp, S. C. (1997). "In utero exposure
to terbutaline: Effects on infant behavior and maternal
self-esteem." Journal of Obstetric, Gynecologic, and
Neonatal Nursing, 26, 691-700.
Hupp, S. C. (1995). "The impact of mental retardation on
motivated behavior." In R. H. MacTurk & G. A. Morgan
(Eds.), Mastery Motivation: Origins, Conceptualizations, and
Applications. Norwood NJ: Ablex.
Thompson, T., & Hupp, S. C. (Eds.). (1992). Saving
Children at Risk: Poverty and Disabilities. Newbury Park:
Sage.
Complete
vitae [.pdf]
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