Publications
Anxiety, motivation, and competence in mathematics and reading for children with and without learning difficulties
Pollack, C., Wilmot, D., Centanni, T. M., Halverson, K., Frosch, I., D'Mello, A. M., Romeo, R. R., Imhof, A., Capella, J., Wade, K., Al Dahhan, N. Z., Gabrieli, J. D. E., & Christodoulou, J. A. (2021). Anxiety, motivation, and competence in mathematics and reading for children with and without learning difficulties. Frontiers in Psychology, 12, 704821. https://doi.org/10.3389/fpsyg.2021.704821
Summary: We leveraged existing math anxiety and reading motivation scales to create novel parallel measures of reading anxiety and math motivation to measure socio-emotional characteristics across domains. We found within domain relations among anxiety, motivation, and competence for both math and reading. We also found that reading socio-emotional characteristics predict both reading and math competence, which persisted when accounting for math motivation, nonverbal cognitive ability, age, and gender.
Pollack, C., Wilmot, D., Centanni, T. M., Halverson, K., Frosch, I., D'Mello, A. M., Romeo, R. R., Imhof, A., Capella, J., Wade, K., Al Dahhan, N. Z., Gabrieli, J. D. E., & Christodoulou, J. A. (2021). Anxiety, motivation, and competence in mathematics and reading for children with and without learning difficulties. Frontiers in Psychology, 12, 704821. https://doi.org/10.3389/fpsyg.2021.704821
Summary: We leveraged existing math anxiety and reading motivation scales to create novel parallel measures of reading anxiety and math motivation to measure socio-emotional characteristics across domains. We found within domain relations among anxiety, motivation, and competence for both math and reading. We also found that reading socio-emotional characteristics predict both reading and math competence, which persisted when accounting for math motivation, nonverbal cognitive ability, age, and gender.
Neuropsychological perspectives on social emotion and self
Immordino-Yang, M.H. & Christodoulou, J.A. (2014). Neuropsychological perspectives on social emotion and self. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International Handbook of Emotions in Education (pp. 607-624). New York, NY: Routledge.
Summary: In this chapter, we review technologies used to study the neurobiology of emotion (lesion studies, neuroimaging, psychophysiological, and hormone-sampling tools) and their potential uses in educational contexts.
Immordino-Yang, M.H. & Christodoulou, J.A. (2014). Neuropsychological perspectives on social emotion and self. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International Handbook of Emotions in Education (pp. 607-624). New York, NY: Routledge.
Summary: In this chapter, we review technologies used to study the neurobiology of emotion (lesion studies, neuroimaging, psychophysiological, and hormone-sampling tools) and their potential uses in educational contexts.