Faculty for the Department of Educational Psychology
Explores the intersection of psychology and culture through such topics as the psychological experience of immigration, ethnic conflicts and the impact of violence within communities, and the relationship between individual and collective identity.
Studies the effects that acculturation and identity have on discrimination, specifically in those of Arab/Middle Eastern descent and African Americans.
Research focuses on the dissemination and implementation of empirically supported practices (ESPs) for children with disruptive behavior, trauma, anxiety and depression in community settings.
Interested in statistical models with a focus on deriving and evaluating multilevel model extensions and meta-analysis models for educational, behavioral, social and medical science data.
Focuses on predicting sexual health outcomes, such as unintended pregnancy, among adolescents and young adults using structural equation or hierarchical linear modeling and large longitudinal data sets.
Research interests include college student mental health and suicide prevention, collaborative care models of behavioral health in primary care, and the intersection of mental health and academic success.
Teaches courses focused on human sexuality, intimacy, and relationships.
Supports the clinical training of graduate students in the Counselor Education program, teaches courses related to counselor skill development primarily in educational settings, and supervises students in their practicum experiences.
Explores individual, school, community, and system level factors that affect education, employment, and quality of life outcomes for deaf and hard of hearing individuals.
Interests include the development and dissemination of computerized adaptive testing applications in educational and psychological testing and patient-reported outcome measurements.
Researches themes related to understanding the psychological and environmental factors that impact African American student achievement, and the impact of the impostor phenomenon in academic and mental health outcomes.
J. Mark Eddy's primary area of expertise is the development, refinement and rigorous testing of culturally informed multimodal preventive and clinical psychosocial interventions to improve physical and mental health outcomes for children and families. This work is done in collaboration with families and professionals from schools and other community-based service systems. Areas of interest include parent-child relationships; intimate partner relationships; family violence; parent management training; couples intervention; youth mentoring; early childhood education and family-based intervention; mothers and fathers involved with the juvenile justice or criminal justice systems and their families; children and families involved with the child welfare system; immigrant families; observational research; social interactional theory; coercion theory; cognitive behavioral therapy; longitudinal growth modeling; survival analysis; the development and refinement of effective communication processes between and among researchers, practitioners, and policymakers in order to provide children and families with the most effective preventive and clinical interventions; training and mentoring the next generation of implementation and prevention scientists.
Studies the outcomes of sibling status on human development and educational attainment, and examines the effects of China's one-child policy on the personalities of Chinese children and adults.
Interests include technology in education, applied learning, cognition, and factors affecting classroom instruction
Please note: as an Emeritus faculty member, Lucia Gilbert does not actively teach or supervise students for the Educational Psychology department, but welcomes inquiries about past and current work. Lucia Gilbert's research interests center on women's career development in male-dominated fields and the influence of gender processes on career trajectories and work-family balance. Her current research focuses on the experiences and career paths of women in the wine industry.
Supports the clinical training of doctoral students, teaches clinically-focused courses and prepares students for psychology internship training.
Research interests focus on using Bayesian statistical methods to employ hierarchical linear modeling, specifically working with longitudinal and mediation data.
Studies statistical methods related to psychometrics, such as item response theory, response time modeling, diagnostic classification modeling, and stochastic test design.
Missing data, Bayesian statistics, multilevel modeling, structural equation modeling, general modeling frameworks, statistical computing, and philosophy of science.
Focuses on identifying factors that hinder or promote the success of children and families from vulnerable and underserved populations.
Studies stress and coping as it relates to professionals in educational settings, health and wellness, and the identification of psychological resources that can help prevent stress.
Focuses on motivation and how individual beliefs and social-contextual factors influence students achievement and academic behaviors.
Researches the psychological health benefits of self-compassion, drawing from fields of social and personality psychology, developmental psychology, and clinical psychology. Kristin Neff is not currently accepting new graduate students.
Methodological: Multi-level Models in Psychoeducational Research, Bayesian Meta-Analysis for Small-Sized Study Pools, Sample Size Planning via Accuracy in Effect Size Estimation. Substantive: Instructed Second Language Acquisition, Written Corrective Feedback and Learning, Rule-Based Writing, Instructed Writing Development.
Supports the clinical training of MA/SSP students, teaches clinically-focused courses, provides supervision for students, and prepares students for MA/SPP internship.
Focuses on the intersections of gender, sexuality, and behavioral health in topics of mens health, gender roles, and muscularity; conducts outreach with gender and sexual minority communities; development of mobile health interventions.
Focuses on the efficacy of different kinds of sexuality education programs: teacher preparation for the sexuality education classroom, anddifferences between evidence-informed and evidence-based programs, and differences between teaching and facilitating within a sex-ed context.
Research focuses on men and traditional masculinity, with a particular emphasis on men's mental health, depression, help-seeking patterns, and their underutilization of counseling services.
Studies family, linguistic, and sociocultural influences on childrens adaptation to stress, to better understand how family coping, language and communication, and sociocultural context impact childrens mental and physical health outcomes.
Interested in teaching and research in the area of multicultural counseling, exploring ethnic and racial identity development, and mental health outcomes among Black and Latino adolescents.
Investigates the interface between language and learning, socio-functional descriptions of both oral and written language use, how students learn from classroom interactions especially those that occur online, and affective factors that influence learning.
Research interests center around how parent-child relationships, parental involvement, and child socialization shape children's and adolescents' development and learning across cultures and ethnic groups.
Please note: as an emeritus faculty member, Marilla Svinicki does not actively teach or supervise students for the Educational Psychology department, but welcomes inquiries about past and current work. Dr. Svinicki's primary areas of research and practice have been the application of principles of learning and motivation to instruction in higher education and the development of faculty and graduate students as teachers. Recent research centered on classroom community, individual and group goal orientation during group work, innovations in clinical education for medical students, and Teaching Assistant training. She is recognized as an expert in theory and research-based instructional design, an interest that is currently being shared through her affiliation with medical education at the Dell Medical School at UT Austin. Dr. Svinicki also has expertise in working with teachers to improve the learning in their classrooms and with students to help improve their strategies for learning. She has published widely about these topics, but her most well known book is McKeachie's Teaching Tips: Strategies, Research and Theory for College and University Teachers. Written in collaboration with Wilbert McKeachie, this book has been used around the world by university teachers interested in learning evidence-based practices in teaching. In addition, Dr. Svinicki has served as chief editor for the New Directions for Teaching and Learning, and writes a column in the National Teaching and Learning Forum, a newsletter for university faculty and is often invited to speak about these topics at other universities in the US and elsewhere.
My principal methodological research interest deals with the various facets of model specification, including, but not limited to, model comparison/selection and model modification methods. With the use of simulation techniques, I examine the performance of these different model specification approaches under manipulated conditions. With the use of real data sets, I also provide illustrations and demonstrations of alternative model parameterizations for pedagogical purposes. There are numerous models that may be employed to explain the relationships among variables. I am interested in employing models within the structural equation modeling (SEM), multilevel modeling (MLM), and item response theory (IRT) arenas. My other research interest deals with real-world data applications with these various modeling techniques. This is, in large part, due to requests from applied researchers to help with the methodological aspects of their study given my knowledge in quantitative methods. I enjoy these opportunities to collaborate with researchers in different disciplines because real-world data issues provide me with methodological research ideas as well as interesting examples to use in my courses when I am teaching.
Studies the cognitive underpinnings of learning and instruction (memory & metacognition), integrated with social-psychological processes (motivation & mindset), in direct applications to classroom practices, online instruction, and self-regulated learning.