All publications can also be found on Google Scholar.
2024
Fong, C.J., Adelugba, S.F., Garza, M., Pinto, G.L., Gonzales, C., Zarei, P., & Rozek, C.S. (2024). A scoping review of the associations between sense of belonging and academic outcomes in postsecondary education. Educational Psychology Review, 36, 138. [PDF] [Supplemental Materials Appendix A and B] [Supplemental Materials References]
Scott, S.R., Rozek, C.S., Wolfe, G., Fox, K.R., & Doom, J.R. (in press). Finding silver linings: Benefit-finding, stress, and depressive symptoms during the COVID-19 pandemic. Adversity and Resilience Science. [PDF]
Policy Brief:
Arney, M.B., & Rozek, C.S. (2024). Fostering school belonging for students in special education. PRiME Center. St. Louis University. www.primecenter.org/education-reports-database/school-belonging [PDF]
2022
^Jenifer, J.B., ^Rozek, C.S., Levine, S.C., & Beilock, S.L. (2022). Effort(less) exam preparation: Math anxiety predicts the avoidance of effortful study strategies. Journal of Experimental Psychology: General, 151(10), 2534–2541. [PDF] [Supplemental Materials]
^ first two authors contributed equally
Kalkstein, D.A., De Lima, F., Brady, S.T., Rozek, C.S., Johnson, E.J., & Walton, G.M. (2022). Defaults are not a panacea: Distinguishing between default effects on choices and on outcomes. Behavioural Public Policy, 1-16. [PDF]
Borman, G.D., Pyne, J., Rozek, C.S., & Schmidt, A. (2022). A replicable identity-based intervention reduces the black-white suspension gap at scale. American Educational Research Journal, 59(2), 284-314. [PDF] [Supplemental Materials]
2021
Rozek, C.S., & Gaither, S.E. (2021). Not quite white or black: Biracial students’ perceptions of threat and belonging across school contexts. The Journal of Early Adolescence, 41(9). 1308-1337. [PDF]
^Smith, E.N., ^Rozek, C.S., Manke, K.J., Dweck, C.S., & Walton, G.M. (2021). Teacher- versus researcher-provided affirmation effects on students’ task engagement and positive perceptions of teachers. Journal of Social Issues, 77(3), 751-768. [PDF] [Supplemental Materials]
^ first two authors contributed equally
Schaeffer, M.W., Rozek, C.S., Maloney, E.A., Berkowitz, T., Levine, S.C. & Beilock, S.L. (2021). Elementary school teachers’ math anxiety and students’ math learning: A large-scale replication. Developmental Science, 24(4), e13080. [PDF]
Allen, K.A., Kern, M.L., Rozek, C.S., McInereney, D., & Slavich, G.M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87-102. [PDF]
Scott, S.R., Rivera, K.M., Rushing, E., Manczak, E.M., Rozek, C.S., & Doom, J.R. (2021). “I hate this”: A qualitative analysis of adolescents’ self-reported challenges during COVID-19. Journal of Adolescent Health, 68(2), 262-269. [PDF]
2020
Pantoja, N., Schaeffer, M.W., Rozek, C.S., Beilock, S.L., & Levine, S.C. (2020). Children’s math anxiety predicts their math achievement over and above a key foundational math skill. Journal of Cognition and Development, 21(5), 709-728. [PDF]
2019
Rozek, C.S., Ramirez, G., Fine, R.D., & Beilock, S.L. (2019). Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation. Proceedings of the National Academy of Sciences, USA, 116(5), 1553-1558. [PDF] [Supplemental Materials]
~Borman, G.D., ~Rozek, C.S., Pyne, J., & Hanselman, P. (2019). Reappraising academic and social adversity improves middle-school students’ academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences, USA, 116(33), 16286-16291. [PDF] [Supplemental Materials]
~Co-Corresponding authors
Rozek, C.S., Levine, S.C., & Beilock, S.L. (2019). The role of anxiety and motivation in students’ math and science achievement. In P. K. Kuhl, S-S. Lim, S. Guerriero, & D. Van Damme (Eds.), Learning in the digital age: Towards a science of learning for 21st century education. Educational research and innovation (pp. 59-69). Paris, FR: OECD Publishing. [PDF]
Choe, K.W., Jenifer, J.B., Rozek, C.S., Berman, M.G., & Beilock, S.L. (2019). Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science Advances, 5(11), eaay1062. [PDF]
2018
^*Pyne, J.R., ^Rozek, C.S., & Borman, G.D. (2018). Assessing malleable social-psychological academic attitudes in early adolescence. Journal of School Psychology, 71, 57-71. [PDF]
^ first two authors contributed equally
^*Schaeffer, M.W., ^Rozek, C.S., Berkowitz, T., Levine, S.C., & Beilock, S.L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology: General, 147(12), 1782-1790. [PDF] [Supplemental Materials]
^ first two authors contributed equally
Borman, G.D., Grigg, J., Rozek, C.S., Hanselman, P., & Dewey, N.A. (2018). Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation. Psychological Science, 29(11), 1773-1784. [PDF]
Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Beilock, S.L., & Levine, S.C. (2018). Supporting science, technology, engineering, and mathematics (STEM) learning by helping families overcome math anxiety. In M. Caspe, T. Woods, & J.L. Kennedy (Eds.), Promising practices for engaging families in STEM learning (pp. 19-34). Charlotte, NC: Information Age Press. [PDF]
2017
Rozek, C.S., Svoboda, R.C., Harackiewicz, J.M., Hulleman, C.S., & Hyde, J.S. (2017). Utility-value intervention with parents increases students’ STEM preparation and career pursuit. Proceedings of the National Academy of Sciences, USA, 114(5), 909-914. [PDF] [Supplemental Materials]
Hanselman, P., Rozek, C.S., Grigg, J., & Borman, G.D. (2017). New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications. Journal of Educational Psychology, 109(3), 405-424. [PDF] [Supplemental Materials]
Watt, H.M.G., Hyde, J.S., Petersen, J., Morris, Z.A., Rozek, C.S., & Harackiewicz, J.M. (2017). Math – A critical filter for STEM-related career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles, 77(3), 254-271. [PDF]
Beilock, S.L., Schaeffer, M.W., & Rozek, C.S. (2017). Understanding and addressing performance anxiety. In A.J. Elliot, C.S. Dweck, & D.S. Yeager (Eds.), Handbook of competence and motivation (2nd Edition): Theory and application (pp. 155-172). New York, NY: Guilford Press. [PDF]
Hyde, J.S., Canning, E., Rozek, C.S., Clarke, E., Hulleman, C.S., & Harackiewicz, J.M. (2017). The role of mothers’ communication in promoting motivation for math and science course-taking in high school. Journal of Research on Adolescence, 27(1), 49-64. [PDF]
2016
Svoboda, R.C., Rozek, C.S., Hyde, J.S., Harackiewicz, J.M., & Destin, M. (2016). Understanding the relationship between parental education and STEM course-taking through identity-based and expectancy-value theories of motivation. AERA Open, 2(3), 1-13. [PDF] [Supplemental Materials]
Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Maloney, E.A., Levine, S.C., & Beilock, S.L. (2016). Response to Comment on “Math at home adds up to achievement in school”. Science, 351(6278), 1161-1161. [PDF]
2015
Rozek, C.S., Hyde, J.S., Svoboda, R.C., Hulleman, C.S., & Harackiewicz, J.M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-206. [PDF]
Durik, A.M., Shechter, O.G., Noh, M., Rozek, C.S., & Harackiewicz, J.M. (2015). What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance. Motivation and Emotion, 39(1), 104-118. [PDF]
2012
+Harackiewicz, J.M., Rozek, C.S., Hulleman, C.S., & Hyde, J.S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899-906. [PDF]
+Won the Cialdini Award from the Society for Personality and Social Psychology, designated “for the publication that best explicates social psychological phenomena principally through the use of field research methods and settings and that thereby demonstrates the relevance of the discipline to communities outside of academic social psychology.”
2009
Tauer, J.M., Guenther, C.L., & Rozek, C. (2009). Is there a home choke in decisive playoff basketball games? Journal of Applied Sport Psychology, 21(2), 148-162. [PDF]