Jacquelynne Eccles is the Wilbert McKeachie Collegiate
Professor of Psychology, Womens Studies
and Education, as well as a research scientist
at the Institute for Social Research at the University
of Michigan. Over the last 30 years, she has conducted research
on a wide variety of topics including gender-role
socialization, teacher expectancies, classroom
influences on student motivation and social development
in the family and school context. Much of this
work has focused on the adolescent periods of
life when health-compromising behaviors such as
smoking dramatically increase.
Dr. Eccles has served as the
past chair of the Advisory Committee for the Social,
Behavioral and Economic Directorate at the National
Science Foundation. She is a member of the MacArthur
Foundation Network on Successful Adolescent Development
and Chair of the MacArthur Foundation on Successful
Pathways through Middle Childhood. Dr. Eccles
has been the associate editor of Child Development
and is co-author of Women and Sex-Roles and Managing
to Succeed. She received her Ph.D. in developmental
psychology from the University of California,
Los Angeles in 1974. Dr. Eccles has served on
the faculty at Smith College, the University of
Colorado, and the University of Michigan. More
about Dr. Eccles' research interests can be found
on the RCGD
Primary Research Staff page.
Meeta Banerjee is a postdoctoral research fellow working in the Achievement Research Lab with Dr. Eccles. She is also a Pathways to Adulthood postdoctoral fellow, which is an international postdoctoral fellowship program investigating youth development. Meeta is a native of Flint, Michigan and received her B.A. in Psychology ; her Masters in Social Work from the University of Michigan; and her Ph.D. in Ecological-Community Psychology from Michigan State University in 2012. Her research employs both integrative and ecological frameworks to understand the influence of contextual factors on early and late adolescent developmental trajectories in ethnic minority families. She is especially interested in exploring the interaction between ecological contexts (e.g., schools, families, neighborhoods, racial discrimination, and communities) and racial socialization practices and processes. Moreover, Meeta investigates how these factors are both directly and indirectly related to mental health and educational outcomes in ethnic minority youth.
Oksana Malanchuk Research Investigator, Achievement Research Lab firstname.lastname@example.org
Oksana Malanchuk serves as the administrator on the Maryland Adolescent Development In Context Study (MADICS). She received her B.A. (Psychology) and Ph.D. (Social Psychology) degrees from The University of Michigan. Her research focuses on the study of social and personal identity development, specifically gender, ethnic, political and occupational identities. Recent work has focused on occupational aspirations and identities, looking at the ontogeny of career identities in adolescence, the interplay between occupational aspirations and achievement, as well as their impact on later psychological and behavioral outcomes. Current research interests focus on the longitudinal study of the socialization of racial/ethnic identity.
Steve Peck Assistant Research Scientist, Achievement Research Lab email@example.com
Steve Peck received his B.A. in
Psychology from the California State University,
Long Beach in 1985; his M.A. in Experimental Social
Psychology from the University of Montana, Missoula
in 1990; and his Ph.D. in Personality Psychology
from the University of Michigan in 1995. His research
interests include the study of adolescent development
in context, focusing on the combined influences
of content, structure, and processes at the personal
(e.g., implicit, explicit, and phenomenological)
and environmental (e.g., family, school, peers,
and neighborhood) levels. He is also interested
in the application of pattern-oriented methodological
approaches to the study of person's in context.
Yi-Miau Tsai Research Investigator, Research Center for Group Dynammics firstname.lastname@example.org
Yi-Miau Tsai received her training in the disciplines of education and developmental psychology at Humboldt University and Max Planck Institute for Human Development in Berlin, Germany. Her research uses longitudinal, time-intensive design to demonstrate the malleability and plasticity of learners’ motivational states as well as their relations to social-emotional contexts. She works on REESE—a NSF project to utilize datasets from Achievement Research Lab to link STEM aspiration and career path from adolescence to adulthood.
Amanda Brodish received her B.A. in Psychology
from Boston College in 2000 and her Ph.D. in Social Psychology
at the University of Wisconsin, Madison in 2007. Amanda is a
postdoctoral research fellow in the Achievement Research Lab.
Her research focuses on how gender, race, and aspects of the
social context (e.g., stereotypes, perceptions of discrimination)
affect academic performance, motivation, and career choices. In
addition, Amanda is interested in how people construe issues of
race and the impact of these construals on thoughts, feelings,
and social behaviors.
Dr. Courtney D. Cogburn is a Postdoctoral Research Fellow working with
Dr. Jacque Eccles and the Achievement Research Lab. She will also work
with the Social Neuroscience of Health Disparities research group housed
at ISR. Dr. Cogburn received her Ph.D. from the University of Michigan
in the Combined Program in Education and Psychology (CPEP) and her
undergraduate degree from University of Virginia (Wahoo Wah!). As a
postdoctoral fellow, Dr. Cogburn will continue her work examining
perceptions of and adaptive responses to race-related risk among African
American adolescents, extending her focus to consider shifts in adaptive
and maladaptive cognitive responses to risk into adulthood. Dr. Cogburn
is also examining qualitative features of the ways adolescents discuss
and think about race (e.g. language choice, experiential references and
focus). In this line of her work, she utilizes mixed methodological
approaches to help youth explore complex social phenomena and promote
critical thinking and perspective taking. She is a native of Oklahoma
and currently splits her time between Ann Arbor and Chicago, where she
lives with her husband and their boxer, Cassius.
Bonnie Barber's research focuses
on adolescent and young adult development with
a primary emphasis on the role of life transitions
in influencing individual development and adjustment.
What accounts for individual differences in adolescents'
and young adults' interests, positive and risky
activity involvement, psychological adjustment,
school performance, and educational, vocational,
and interpersonal life choices and plans? How
do adolescent experiences at school, home, work,
and with peers and partners relate to young adult
life paths? Working with the MSALT data, Dr. Barber
has several paths of related research: 1) Young
adult life transitions and psychological well-being,
2) socialization influences on identity development,
3) adolescent development in divorced families;
4) development/evaluation of a preventive intervention
program for divorced mothers and their adolescents;
and 5) temporal rhythms in adolescent moods.
Tabbye Chavous Assistant Professor,
Department of Psychology, University of Michigan email@example.com
Tabbye Chavous' research interests
include issues of person-environment fit and minority
student development, particularly the impact of
institutional policies, structures and climate
on the educational and life experiences of African
Americans in both secondary and higher education
Pamela Davis-Kean Associate Research
Professor, Research Center for Group Dynamics firstname.lastname@example.org
Pamela Davis-Kean received her Ph.D. in social/developmental psychology at Vanderbilt
University in 1996. Her research focuses on the development of self-esteem over the lifespan;
the impact of parental education attainment on children; the role that families, schools, and
significant figures play in the development of children; and why gender plays a role in IT occupations.
Davis-Kean also has expertise in methodology and statistics primarily focusing on psychometric
properties of questionnaires. Integral in this research is the theoretical understanding of the
development of the self and identity formation in young children and how methods need to be created
and better utilized to obtain information on the self over the lifespan. Davis-Kean is also a member
of the NICHD Network on Child and Family Well-Being which address the issues of how developmental
research can impact on policy.
Jennifer Fredricks Associate Professor of Human Development, Director of the Holleran Center for Community Action and Public Policy, Connecticut College email@example.com
Jennifer Fredricks received her
B.A. in Psychology from Columbia University and
her Ph.D. in Education and Psychology from the
University of Michigan in 1999. She is currently
an assistant professor in Human Development at
Connecticut College. Her research focuses on the
development of motivation in school and non-school
activities, gender differences in math and sports,
and the consequences of extracurricular participation.
Fani Lauermann is a postdoctoral research fellow at the Institute for Social Research at the University of Michigan. She obtained her doctoral degree from the Combined Program in Education and Psychology at the University of Michigan in 2013. She is interested in the motivational underpinnings of educational and professional choices. Two overarching questions guiding her research include (a) what factors motivate teachers to provide high quality educational opportunities to their students, as well as (b) what factors motivate students to take advantage of such opportunities.
Arnold J. Sameroff Director, Center for Development and Mental Health,
University of Michigan firstname.lastname@example.org
Arnold Sameroff is a developmental psychologist
with a primary interest in the factors that contribute
to mental health and psychopathology. He is engaged
in a number of longitudinal projects with infants,
school-age children, and adolescents, studying the
effects of family, community, school and peer group
on social-emotional and academic success. Using
an ecological model of development, he is examining
the transactional relations between child characteristics
and parent childrearing behavior and belief systems,
and between parent characteristics and their ethnic,
socioeconomic, and neighborhood backgrounds.
Kai Schnabel Cortina Assistant Professor, Department of Psychology,
University of Michigan email@example.com
Kai Schnabel received his Ph.D.
in Educational Psychology at the Free University
Berlin, Germany. His major research interests
include motivational development in adolescents
in the context of schooling and the impact of
school experience on the school-to-work transition.
Multivariate statistical approaches in empirical
research is another focus of his research and
teaching (in particular: Structural Equation Modeling
and Hierarchical Linear Modeling).
Sandi Simpkins received her doctorate in Developmental
Psychology from the University of California, Riverside
in 2000. Her research has examined children's peer
relationships, after-school activities, and the
links between developmental contexts, such as the
family context, and children's relationships and
activities. Currently, she is conducting analyses
on the Childhood and Beyond (CAB) data set, which
follows children from kindergarten through high
school. With this data set, she has focused on describing
children's formal and informal after-school activities
across development and examining child and parental
correlates of these activities.
Janice Templeton received
her M.A. in General Experimental Psychology from
Wake Forest University and is recent PhD graduate
in the Combined Program in Education and
Psychology. She is now an assistant professor at Fort Lewis College.
Her research interests include social,
emotional and psychological factors that promote
positive development in adolescence and in the
transition to adulthood with an emphasis on spiritual
Katja Upadyaya received her Ph.D. in 2007 from the University of Jyväskylä, Finland. Katja is a research investigator at the Achievement Research Lab. Her research focuses on teacher-student interaction, STEM, causal attributions and beliefs, and engagement in studies and work. In addition, Katja is interested in educational- and work-transitions and how they are reflected in one’s motivation, engagement, adjustment, and well-being.
Helen Watt received her PhD from the University of Sydney in 2002, and is currently a Senior Lecturer at the University of Western Sydney in educational psychology and quantitative methods. She is interested in affective, cognitive and social bases for academic choices and has developed two large-scale longitudinal research programs on this. The first investigates (1) gendered achievement-related outcomes in math and English for Australian secondary school students; (2) key social-cognitive predictors of those outcomes; (3) interrelations between predictors over time; and (4) qualitative exploration of sources for gendered math self-perceptions. The second program is in collaboration with Dr Paul Richardson from Monash University and investigates (1) motivations for selecting teaching as a career; (2) teaching self-efficacy; and (3) experiences of beginning teachers. She is undertaking a postdoctoral fellowship July 03-04 at the University of Michigan working with Professor Jacquelynne Eccles on aspects of the Expectancy-Value model.
Allan Wigfield Professor,
Dept. of Human Development, University of Maryland firstname.lastname@example.org
research has focused on the development and socialization
of children's achievement motivation in different
areas. In several large-scale, longitudinal studies
he and his colleagues have examined how children's
motivation develops across the elementary school
years, into and through middle school, and into
In the literacy area, Dr. Wigfield
has done research on the development of children's
motivation for reading, and how different instructional
practices influence children's reading motivation.
He has developed new measures of reading motivation
in this work, and has examined how children's
reading motivation relates to the amount of reading
that they do, and their reading achievement.
Ming-Te Wang Assistant Professor at University of Pittsburgh and Adjunct Research Faculty at Survey Research Center, University of Michigan email@example.com
Ming-Te Wang received his Ph. D. in Human Development and Psychology
at Harvard University in 2010. His research focuses on the impact of
academic and social domains of school climate on adolescents'
achievement beliefs and school engagement and the role that family,
school, and community environments play in the social, emotional, and
behavioral development of youth from diverse socio-economic and cultural
contexts. He is also interested in the application of variable- and
person-centered methodological approaches to psychological and