Hector-Institut für Empirische Bildungsforschung

Gabe Avakian Orona

Gabe Avakian Orona ist Postdoktorand am Hector-Institut für Empirische Bildungsforschung der Universität Tübingen. Sein Forschungsschwerpunkt ist die kognitive Entwicklung im Hochschulkontext mit besonderem Fokus auf das Zusammenspiel von Lernerfahrungen, Denkdispositionen, Rationalität und kritischem Denken. Sein methodologisches Interesse umfasst die Messtheorie und die Bayes'sche Modellierung.


  • Fischer, C., McPartlan, P., Orona, G. A., Yu, R., Xu, D., & Warschauer, M. (2022). Salient syllabi: Examining design characteristics of science online courses in higher education. PloS one, 17(11), e0276839.
  • Orona, G. A., Li, Q., McPartlan, P., Bartek, C., & Xu, D. (2022). What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability. Computers & Education, 184, 104498.
  • Arum, R., Eccles, J. S., Heckhausen, J., Orona, G. A., von Keyserlingk, L., Wegemer, C. M., ... & Yamaguchi-Pedroza, K. (2021). A Framework for Measuring Undergraduate Learning and Growth. Change: The Magazine of Higher Learning, 53(6), 51-59.
  • Fischer, C., Baker, R., Li, Q., Orona, G. A., & Warschauer, M. (2021). Increasing success in higher education: The relationships of online course taking with college completion and time-to-degree. Educational Evaluation and Policy Analysis, 01623737211055768.
  • Orona, G. A. (2021). Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity. Theory and Research in Education, 19(3), 279-295.
  • Orona, G. A., & Pritchard, D. (2021). Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue. Assessment & Evaluation in Higher Education, 1-15.
  • Orona, G. A. (2021). Philosophy’s rematch: A new conceptualization of the study of higher education. Arts and Humanities in Higher Education, 14740222211002967.
  • Orona, G. A. (2021). Broken promises? Examining the effectiveness of promising practices in STEM lectures by student subgroups. Innovative Higher Education, 46(2), 223-239. https://doi.org/10.1007/s10755-020-09536-4
  • Baker, R., & Orona, G. A. (2020). Gender and racial differences in awareness and consideration of curricular programs: Exploring a multistage model of major choice. AERA Open, 6(3), 2332858420937023.
  • Fagioli, L. P., Baker, R., & Orona, G. A. (2020). The role of non-cognitive variables in identifying community college students in need of targeted supports. Research in Higher Education, 1-39.
  • Piazza, J. R., Dmitrieva, N. O., Charles, S. T., Almeida, D. M., & Orona, G. A. (2018). Diurnal cortisol profiles, inflammation, and functional limitations in aging: Findings from the MIDUS study. Health Psychology, 37(9), 839.

Curriculum Vitae

Postdoctoral Scholar

Hector-Institut für Empirische Bildungsforschung, Universität Tübingen

Ph.D. in Education

University of California, Irvine. Dissertation: Cognition and Character: Measuring and Assessing Intellectual Development in Higher Education

Graduate Student Researcher

College & Beyond II (CBII): The Outcomes of Liberal Education

Graduate Student Researcher

Next Generation Undergraduate Success Measurement Project (Carnegie Mellon Foundation Project), School of Education, University of California Irvine

Educational Testing Service (ETS) Intern

National Assessment of Educational Progress (NAEP)

Research Analyst

Institutional Research Planning and Effectiveness, Citrus College

Master of Public Health

California State University, Fullerton

Epidemiology Intern

Epidemiology and Assessment, Orange County Health Care Agency, Santa Ana, CA

Graduate Research Assistant

Department of Health Science, California State University, Fullerton

Clinical Trial Research Assistant

Neurology Center of North Orange County, Fullerton, CA


Health Science, California State University, Fullerton