|
|
 |
|
Jacquelynne
S. Eccles
Director, Achievement Research Lab
jeccles@umich.edu
Jacquelynne Eccles is the Wilbert McKeachie Collegiate
Professor of Psychology, Women’s 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.
|
|
|
|
|
Pamela Davis-Kean
Assistant Research
Professor, Research Center for Group Dynamics
pdakean@umich.edu
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.
|
|
|
|
|
Steve Peck
Research Investigator, Achievement Research Lab
link@umich.edu
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.
|
|
|
Oksana Malanchuk
Senior Social Science Research Associate, Achievement Research Lab
oksana@umich.edu
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 identity,
as well as the development of self-esteem.
|
 |
|
|
|
Mina Vida
Senior Research Area Specialist, Achievement Research Lab
minavida@umich.edu
Mina Vida's research interests in
general are related to social and psychological
factors that influence adolescents' future choices
as they become adults. Her research focuses on
issues such as self-esteem, anxiety, depression,
and parental support at early adolescence that
might have an impact on youth's future education,
psychological adjustment, career choices, and
interpersonal relations.
|
|
|
Amanda Brodish
Research Fellow, Achievement Research Lab
abrodish@umich.edu
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.
|
 |
|
|
Jessica Garrett
Research Fellow<, Achievemnt Research Lab/i>
jlgarret@umich.edu
Jessica Garrett received her Ph.D.
in Educational Psychology at the University of Michigan in 2007.
Her research focuses on the development of motivation for decision
making over the lifespan with a focus on understanding how
contextual factors influence individuals' decisions and how
individuals coordinate decisions in multiple life domains in the
transition to adulthood.
www.umich.edu/~jlgarret
|
|
 |
|
Bonnie
Barber
Murdoch University, School of Psychology
B.Barber@murdoch.edu.au
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
tchavous@umich.edu
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
settings.
|
 |
|
|
Jennifer Fredricks
Assistant Professor, Connecticut College
jfred@conncoll.edu
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.
|
|
Arnold J. Sameroff
Director, Center for Development and Mental Health,
University of Michigan
sameroff@umich.edu
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
Assistant Professor, Department of Psychology,
University of Michigan
schnabel@umich.edu
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
Arizona State University, Department of Family and Human Development
Sandra.simpkins@asu.edu
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
Associate Director for the Life Development Program at GARP
templeton_j@fortlewis.edu
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
development.
|
|
|
Helen Watt
Monash University, Faculty of Education
Helen.watt@education.monash.edu.au
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
awigfiel@umd.edu
Allan Wigfield's
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
high school.
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.
|
| | | |
