Our Team
Our research team studies what motivational factors lead adolescents and youth to make certain academic choices.
Emily Rosenzweig is an Associate Professor of Developmental Psychology in the Department of Human Development at Teachers College, Columbia University. Her research is about students’ motivation for making academic and career choices during adolescence and youth, especially in the fields of science, technology, engineering, and mathematics. She earned her Ph.D. from the University of Maryland in Human Development (Specialization in Educational Psychology) under the supervision of Dr. Allan Wigfield, and she earned her B.A. from Washington University in St. Louis, summa cum laude, with a double major in Philosophy-Neuroscience-Psychology and Educational Studies. She has published numerous articles about students’ motivation in education and psychology journals including Science Advances, Developmental Psychology, Journal of Educational Psychology, and Learning and Instruction. Her work has received funding from the National Science Foundation, National Institutes of Health, and the American Psychological Association. In 2025, she was awarded the Richard E. Snow Award for Early Contributions to Educational Psychology from the American Psychological Association, Division 15. She enjoys reading novels, analyzing motivational themes in Peloton classes, and playing “science” with her two preschool-aged daughters (which usually involves cleaning up food coloring out of the rug).
Emily Rosenzweig is an Associate Professor of Developmental Psychology in the Department of Human Development at Teachers College, Columbia University. Her research is about students’ motivation for making academic and career choices during adolescence and youth, especially in the fields of science, technology, engineering, and mathematics. She earned her Ph.D. from the University of Maryland in Human Development (Specialization in Educational Psychology) under the supervision of Dr. Allan Wigfield, and she earned her B.A. from Washington University in St. Louis, summa cum laude, with a double major in Philosophy-Neuroscience-Psychology and Educational Studies. She has published numerous articles about students’ motivation in education and psychology journals including Science Advances, Developmental Psychology, Journal of Educational Psychology, and Learning and Instruction. Her work has received funding from the National Science Foundation, National Institutes of Health, and the American Psychological Association. In 2025, she was awarded the Richard E. Snow Award for Early Contributions to Educational Psychology from the American Psychological Association, Division 15. She enjoys reading novels, analyzing motivational themes in Peloton classes, and playing “science” with her two preschool-aged daughters (which usually involves cleaning up food coloring out of the rug).
Elaine is a second-year Ph.D. student in Developmental Psychology at Teachers College, Columbia University. Her research focuses on how adolescents and young adults form beliefs, judgements, and motivations that shape decision-making in everyday contexts, including academic, social, and civic life. She is particularly interested in understanding the impact of social norms and technologies on these processes and in finding ways to support young people in making informed, adaptive choices. Prior to joining the lab, Elaine earned her master’s degree from Harvard Graduate School of Education. Outside of work, she enjoys dancing and vlogging.
Elaine is a second-year Ph.D. student in Developmental Psychology at Teachers College, Columbia University. Her research focuses on how adolescents and young adults form beliefs, judgements, and motivations that shape decision-making in everyday contexts, including academic, social, and civic life. She is particularly interested in understanding the impact of social norms and technologies on these processes and in finding ways to support young people in making informed, adaptive choices. Prior to joining the lab, Elaine earned her master’s degree from Harvard Graduate School of Education. Outside of work, she enjoys dancing and vlogging.
Yichi Zhang is a fourth-year Ph.D. student in the Applied Cognition and Development program at the University of Georgia. She earned her master’s degree in educational studies from the University of Michigan. Her research focuses on STEM students’ academic challenges, their motivation for STEM learning and career pursuits, and how they weigh different motivational factors. She has a particular interest in international students and Asian or Asian American students. In her free time, she enjoys traveling and cooking!
Yichi Zhang is a fourth-year Ph.D. student in the Applied Cognition and Development program at the University of Georgia. She earned her master’s degree in educational studies from the University of Michigan. Her research focuses on STEM students’ academic challenges, their motivation for STEM learning and career pursuits, and how they weigh different motivational factors. She has a particular interest in international students and Asian or Asian American students. In her free time, she enjoys traveling and cooking!
Sinan is a fourth-year doctoral student in Applied Cognition and Development at the University of Georgia. His research combines physiological measures with self-report data to study questions relevant to education. He is currently involved in projects examining how basic psychological need satisfaction relates to physiological markers of stress, how early life adversity shapes the electrophysiological functioning of the brain in infants, and how instructional strategies affect creativity and motivation. In his free time, he learns new things, plays with his dog, and enjoys working out.
Sinan is a fourth-year doctoral student in Applied Cognition and Development at the University of Georgia. His research combines physiological measures with self-report data to study questions relevant to education. He is currently involved in projects examining how basic psychological need satisfaction relates to physiological markers of stress, how early life adversity shapes the electrophysiological functioning of the brain in infants, and how instructional strategies affect creativity and motivation. In his free time, he learns new things, plays with his dog, and enjoys working out.
Dr. Hye Rin Lee is a Visiting Assistant Professor in the Department of Cognitive and Behavioral Sciences at Washington and Lee University. Her research examines self-regulated learning processes, with a focus on motivation and metacognition, both independently and jointly. Situated primarily within STEM contexts, her work spans three interconnected lines of research: (a) designing interventions to promote motivation and metacognition; (b) examining how motivation, metacognition, or both relate to academic outcomes over time; and (c) developing innovative approaches that advance understanding of motivation and metacognition by challenging traditional assessment paradigms. Through this work, she aims to foster more inclusive and equitable learning environments in which all students can thrive and excel in STEM. Learn more about her at https://hyerinl.wordpress.com.
Dr. Hye Rin Lee is a Visiting Assistant Professor in the Department of Cognitive and Behavioral Sciences at Washington and Lee University. Her research examines self-regulated learning processes, with a focus on motivation and metacognition, both independently and jointly. Situated primarily within STEM contexts, her work spans three interconnected lines of research: (a) designing interventions to promote motivation and metacognition; (b) examining how motivation, metacognition, or both relate to academic outcomes over time; and (c) developing innovative approaches that advance understanding of motivation and metacognition by challenging traditional assessment paradigms. Through this work, she aims to foster more inclusive and equitable learning environments in which all students can thrive and excel in STEM. Learn more about her at https://hyerinl.wordpress.com.
Research Assistants
Sonia is a second-year master’s student in Developmental Psychology at Teachers College, Columbia University. She is interested in how individuals’ intellectual virtues, identities, and cultural contexts relate to their learning and development. She has research experience in adolescent development, cross-cultural identity, and qualitative studies of family relationships. Outside of academics, Sonia enjoys spending time exploring Japanese language and culture, photography, and video games.
Sonia is a second-year master’s student in Developmental Psychology at Teachers College, Columbia University. She is interested in how individuals’ intellectual virtues, identities, and cultural contexts relate to their learning and development. She has research experience in adolescent development, cross-cultural identity, and qualitative studies of family relationships. Outside of academics, Sonia enjoys spending time exploring Japanese language and culture, photography, and video games.
Ellen McDermott is a second-year master’s student in the Cognitive Science in Education program. She is currently studying the relationship between students’ motivation, intentions, and proximity to tasks. Her research interests also include how social interactions influence the development of motivation, and how students think about, monitor, and strategize around their learning. Ellen enjoys live music, a long run, and spending time with the students at Hollingworth Preschool (where she is an Assistant Teacher). She earned her B.A. in Cognitive Science from Occidental College in Los Angeles.
Ellen McDermott is a second-year master’s student in the Cognitive Science in Education program. She is currently studying the relationship between students’ motivation, intentions, and proximity to tasks. Her research interests also include how social interactions influence the development of motivation, and how students think about, monitor, and strategize around their learning. Ellen enjoys live music, a long run, and spending time with the students at Hollingworth Preschool (where she is an Assistant Teacher). She earned her B.A. in Cognitive Science from Occidental College in Los Angeles.
Evelyn is a second-year master’s student in Developmental Psychology at Teachers College, Columbia University. She is interested in how students’ beliefs about their abilities and the value they place on learning shape classroom engagement and persistence. She earned her bachelor’s in Elementary Education from the University of Wisconsin–Madison and is licensed to teach K–9, Early Childhood Education, and English as a Second Language. In her free time, she enjoys going for walks and baking.
Evelyn is a second-year master’s student in Developmental Psychology at Teachers College, Columbia University. She is interested in how students’ beliefs about their abilities and the value they place on learning shape classroom engagement and persistence. She earned her bachelor’s in Elementary Education from the University of Wisconsin–Madison and is licensed to teach K–9, Early Childhood Education, and English as a Second Language. In her free time, she enjoys going for walks and baking.
Shreya is a second year master’s student in Developmental Psychology at Teachers College. She graduated with a double major in Brain and Behavioral Sciences and Applied Statistics along with a certificate in Applications of Data Science from Purdue University. Shreya is interested in studying and learning more about an intersection between motivation and media. In her free time she enjoys reading and inventing new recipes.
Shreya is a second year master’s student in Developmental Psychology at Teachers College. She graduated with a double major in Brain and Behavioral Sciences and Applied Statistics along with a certificate in Applications of Data Science from Purdue University. Shreya is interested in studying and learning more about an intersection between motivation and media. In her free time she enjoys reading and inventing new recipes.
Ji Yeon (Alice) is a second-year master's student in Developmental Psychology at Teachers College, Columbia University. She earned her bachelor's degree with a double major in Education Sciences and Psychological Science from the University of California, Irvine. She is interested in studying how students' values shape their engagement and persistence when facing academic challenges. Her research interests also extend to understanding how students make decisions and choices in academic contexts. In her free time, she enjoys watching movies and traveling.
Ji Yeon (Alice) is a second-year master's student in Developmental Psychology at Teachers College, Columbia University. She earned her bachelor's degree with a double major in Education Sciences and Psychological Science from the University of California, Irvine. She is interested in studying how students' values shape their engagement and persistence when facing academic challenges. Her research interests also extend to understanding how students make decisions and choices in academic contexts. In her free time, she enjoys watching movies and traveling.
Ursula Kwofie is a master’s student in Developmental Psychology at Teachers College, Columbia University. Her research interests include academic motivation, leadership development, and the role of enrichment and supportive learning environments in shaping children’s and adolescents’ development. Drawing on her experience in child and youth enrichment programming, she is particularly interested in how mentorship, belonging, and meaningful learning experiences foster self-efficacy, academic engagement, and positive developmental outcomes. In her free time, Ursula enjoys traveling, spending time with family, and engaging with children and youth.
Ursula Kwofie is a master’s student in Developmental Psychology at Teachers College, Columbia University. Her research interests include academic motivation, leadership development, and the role of enrichment and supportive learning environments in shaping children’s and adolescents’ development. Drawing on her experience in child and youth enrichment programming, she is particularly interested in how mentorship, belonging, and meaningful learning experiences foster self-efficacy, academic engagement, and positive developmental outcomes. In her free time, Ursula enjoys traveling, spending time with family, and engaging with children and youth.
