Why do some students excel at math whereas others struggle? Why do some low achievers eventually catch up whereas others stay behind in later educational stages? Why are there vast individual differences in learning outcomes even among students in the same classroom or among siblings from the same family? Our research aims to better understand the nature and development of variation in school adjustment, to generate knowledge on the risk and resilient processes in academic learning, and to translate this knowledge into practices in promoting positive educational outcomes.
Our current research program focuses on understanding (a) cognitive, emotional, motivational, and contextual factors that influence math learning and achievement, and (b) the developmental etiologies of emotions and motivations in math learning in children. We conduct experiments in the lab setting, incorporating neurocognitive assessment, psychophysiological measures, and eye-tracking techniques, to understand the transactions between emotions and cognitions in math learning and problem solving. We also use surveys and observations in longitudinal and behavioral genetic designs and rely on advanced statistical modeling to explore the complex biosocial mechanisms underlying math achievement development.
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