UCSF Department Of Medicine | Division of Geriatrics

Adam Moylan joined the faculty at UCSF as an Assistant Professor in 2009, and serves as evaluator on several programs of the Division of Geriatrics, including the Northern California Geriatric Education Center, Transitions in Geriatrics Care, and the Academic Geriatric Resource Program. Dr. Moylan graduated from the City University of New York with a Ph.D. in Educational Psychology. His educational research includes the areas of self-regulated learning, motivation, metacognition, and assessment.

Research

Selected evaluation research projects:

2009-Present. "Reynolds Transitions in Care Program: Impact on Medical Students and Residents", Donald W. Reynolds Foundation.

2009-Present. "Evaluation of the Donald W. Reynolds Program for Advancing Geriatrics Education for Hospitalists", Donald W. Reynolds Foundation

2009-Present. "Academic Geriatric Resource Interdisciplinary Team Training Program", University of California Academic Geriatric Resource Program and Human Resources and Services Administration.

2009-Present. "Improving education for health professionals and the quality and availability of health care: Evaluation of the Northern California Geriatric Education Center", Human Resources and Services Administration,

2009-Present. "Evaluation of a Falls Prevention Training for Providers of Health Care to Elders", Human Resources and Services Administration.

2006-Present. "Dissemination of the Self-Regulated Learning Model to Improve Student Performance in High Schools and Colleges", Fund for the Improvement of Postsecondary Education.

2005-2007. "Self-Regulated Learning Performance Assessment System for Electromechanical Engineering Technology Students", National Science Foundation.

2005-2006. "Self-regulated Learning Project at Williamsburg High School for Architecture and Design", New York City Department of Education.

2005. "Pilot Testing Self-Regulated Learning in 10 Youngstown Ohio High Schools", Youngstown State University Tech Prep Program.

Scholarship

A general problem that motivates his research in education and psychology involves the theoretical and practical issues involved in enhancing learners' self-regulation. Although there are numerous models of self-regulated learning, his research is particularly informed by social cognitive theory. A social cognitive approach includes both motivational and social sources of self-regulation in addition to the more commonly investigated cognitive and metacognitive sources. Recent and ongoing research has included the following topics: enhancing self-efficacy beliefs, motivation and metacognition, calibration, feedback and self-reflection processes, assessment for learning, and lifelong learning.

Selected Publications & Presentations

Zimmerman, B. J., & Moylan, A. (2009). Self-regulated learning: Where motivation and metacognition intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education. New York: Routledge.
Moylan, A., Zimmerman, B. J., Hudesman, J., White, N., & Flugman, B. (2009). Empowering struggling students to respond adaptively to academic feedback. Paper presented at the 2009 Annual Meeting of the Association for Psychological Science: San Francisco, CA.
Moylan, A. (2009, April). Effects of feedback and strategy modeling on math performance and self-regulatory processes. Paper presented at the 2009 Annual Meeting of the American Educational Research Association: San Diego, CA.
Moylan, A., Zimmerman, B. J., Hudesman, J., White, N., & Flugman, B. (2008, August). Self-regulated error analysis, calibration, and performance in mathematics. Paper presented at the 116th Annual Convention of the American Psychological Association: Boston, MA.