|Program:||Ph.D. in Educational Neuroscience (PEN)|
|Start date:||January 2021|
|End Date:||September 2025|
Academic performance is influenced by many cognitive factors, including our own goals and abilities, but also by social and emotional factors, including our emotional experiences and interactions with others in academic environments. In this project, we aim to gain a better understanding of how emotions, social relationships, and cognitive performance are associated with academic outcomes. Specifically, our research will focus on multiple components of academic anxiety, including: math anxiety, the pattern of negative affect and math performance deficits associated with anxious avoidance of math, spatial anxiety, or anxiety associated with thinking about visualization and other spatial tasks, and language anxiety, or patterns of negative affect that may similarly have detrimental influences on language outcomes. This research will explore how negative emotional experiences in academic contexts may have detrimental outcomes for learning and development, including individuals who are hearing, deaf and hard of hearing. Further, this project will explore how implementing different interventions to interrupt or regulate various aspects of academic anxiety is associated with biological, behavioral and educational outcomes. This project explores how math anxiety is reciprocally influenced by a variety of cognitive, emotional, and social factors, and how these components relate to self-reported academic outcomes and experiences.
Burr, D. A., Pizzie, R. G. , & Kraemer, D. J. M. (2021). Do you know how you regulate your emotions? Comparing self-report versus multivariate psychophysiological measures of emotion regulation. PLOS ONE, 16(3): e0247246. https://doi.org/10.1371/journal.pone.0247246
Pizzie R. (2021) Mind, Brain, and Math Anxiety. In: Danesi M. (eds) Handbook of Cognitive Mathematics. Springer, Cham. https://doi.org/10.1007/978-3-030-44982-7_29-1
Pizzie, R. G., & Kraemer, D. J. M. (2021). The association between emotion regulation, physiological arousal, and performance in math anxiety. Frontiers in Psychology: Emotion Science, 12, 639448, https://doi.org/10.3389/fpsyg.2021.639448
Pizzie, R. G., McDermott, C. L., Salem, T. G., & Kraemer, D. J. M. (2020). Neural Evidence for Cognitive Reappraisal as a Strategy to Alleviate the Effects of Math Anxiety. Social Cognitive and Affective Neuroscience, 15(12), 1271–1287. https://doi.org/10.1093/scan/nsaa161