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, 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, 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).
Sinan is a third-year doctoral student in Applied Cognition and Development at the University of Georgia. His research interests are in the connection between motivation and creativity. Specifically, he is interested in instructional strategies that best meet the needs of students and help them be creative in their academic pursuits. In his free time, he likes to learn new things, and train for powerlifting.
Sinan is a third-year doctoral student in Applied Cognition and Development at the University of Georgia. His research interests are in the connection between motivation and creativity. Specifically, he is interested in instructional strategies that best meet the needs of students and help them be creative in their academic pursuits. In his free time, he likes to learn new things, and train for powerlifting.
Elaine is a first-year Ph.D. student in Developmental Psychology at Teachers College, Columbia University. She is interested in studying how adolescents’ identities and social contexts influence their motivations to achieve and overcome challenges — both as individuals and as members of society. Prior to joining the lab, Elaine earned her master’s degree from Harvard Graduate School of Education, where she worked under Dr. Howard Gardner to study how mission-driven institutions influence college students’ intellectual and character development. Outside of work, she is an amateur dancer and a social media content creator.
Elaine is a first-year Ph.D. student in Developmental Psychology at Teachers College, Columbia University. She is interested in studying how adolescents’ identities and social contexts influence their motivations to achieve and overcome challenges — both as individuals and as members of society. Prior to joining the lab, Elaine earned her master’s degree from Harvard Graduate School of Education, where she worked under Dr. Howard Gardner to study how mission-driven institutions influence college students’ intellectual and character development. Outside of work, she is an amateur dancer and a social media content creator.
Yichi Zhang is a third-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 third-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!
Dr. Hye Rin Lee is a Postdoctoral Research and Teaching Associate at the Owens Institute for Behavioral Research at the University of Georgia. Her research employs a comprehensive approach that combines developmental and learning analytic methods with an integrative theoretical framework from cognitive, educational, developmental, and social psychology, to investigate the intricate interplay between short- and long-term motivation and learning. In particular, she investigates (a) the the individual and social characteristics across various contexts that predict minoritized students’ engagement in STEM fields; (b) ways to translate findings from education and psychology research into actionable strategies that foster minoritized students’ engagement in STEM; and (c) innovative research procedures and advanced statistical methods to assist researchers in generating accessible and clear recommendations for naming, measuring, and analyzing constructs related to STEM motivation situated in learning contexts. Learn more about her at https://hyerinl.wordpress.com.
Dr. Hye Rin Lee is a Postdoctoral Research and Teaching Associate at the Owens Institute for Behavioral Research at the University of Georgia. Her research employs a comprehensive approach that combines developmental and learning analytic methods with an integrative theoretical framework from cognitive, educational, developmental, and social psychology, to investigate the intricate interplay between short- and long-term motivation and learning. In particular, she investigates (a) the the individual and social characteristics across various contexts that predict minoritized students’ engagement in STEM fields; (b) ways to translate findings from education and psychology research into actionable strategies that foster minoritized students’ engagement in STEM; and (c) innovative research procedures and advanced statistical methods to assist researchers in generating accessible and clear recommendations for naming, measuring, and analyzing constructs related to STEM motivation situated in learning contexts. Learn more about her at https://hyerinl.wordpress.com.
Trevor is a post-doctoral research associate at the University of Georgia. Trained as a tree biotechnologist, he has shifted his focus to generating knowledge on how educational environments can best support the growth of students. His research examines the individual, interpersonal, contextual, and systemic variables that support or hinder students’ career decision-making, well-being, achievement, and persistence in STEM fields. His work applies theory and methods from organizational, social, and educational psychology to STEM education, with the goals of enhancing career development, fostering teaching excellence, and elevating the well-being of students. Outside of work, you can find him hiking and backpacking the Appalachian trail, spending time with his dog, eating chocolate, and practicing hot yoga.
Trevor is a post-doctoral research associate at the University of Georgia. Trained as a tree biotechnologist, he has shifted his focus to generating knowledge on how educational environments can best support the growth of students. His research examines the individual, interpersonal, contextual, and systemic variables that support or hinder students’ career decision-making, well-being, achievement, and persistence in STEM fields. His work applies theory and methods from organizational, social, and educational psychology to STEM education, with the goals of enhancing career development, fostering teaching excellence, and elevating the well-being of students. Outside of work, you can find him hiking and backpacking the Appalachian trail, spending time with his dog, eating chocolate, and practicing hot yoga.
Dr. Yuchen Song is a postdoctoral scholar at the University of Wisconsin who collaborates with our lab. He is broadly interested in understanding the role of socialization in the development of achievement motivation. He draws from a variety of theories and methodologies in educational and developmental psychology to inform his research on both the socializers and students themselves. Aside from his scholarly interests, Yuchen enjoys playing basketball, working out, and spending a movie night with his wife and Airedale terrier.
Dr. Yuchen Song is a postdoctoral scholar at the University of Wisconsin who collaborates with our lab. He is broadly interested in understanding the role of socialization in the development of achievement motivation. He draws from a variety of theories and methodologies in educational and developmental psychology to inform his research on both the socializers and students themselves. Aside from his scholarly interests, Yuchen enjoys playing basketball, working out, and spending a movie night with his wife and Airedale terrier.
Syntia is a fourth-year doctoral student in the Cognitive Studies in Education area in the department of Human Development at Teachers College, Columbia University. She engages in collaborative research with the Motivation and Academic Choices Lab. Her research interests lie between persistence, adaptive disengagement, and decision-making in educational and STEM contexts. She is interested in exploring how individuals navigate the decision to persist or disengage adaptively. For fun, she enjoys going for long walks and creating healthy recipe twists on comfort classics.
Syntia is a fourth-year doctoral student in the Cognitive Studies in Education area in the department of Human Development at Teachers College, Columbia University. She engages in collaborative research with the Motivation and Academic Choices Lab. Her research interests lie between persistence, adaptive disengagement, and decision-making in educational and STEM contexts. She is interested in exploring how individuals navigate the decision to persist or disengage adaptively. For fun, she enjoys going for long walks and creating healthy recipe twists on comfort classics.
Research Assistants
Sonia is a first-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 first-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.
Misty is a first-year master’s student in Developmental Psychology at Teachers College, Columbia University. She graduated from Boston University with a double major in Psychology and Early Childhood Education. After completing her undergraduate studies, she founded an educational NGO that provides career-exploration opportunities for children from low-SES backgrounds and children with special needs. Misty’s research interests center on early career exploration and the development of career motivation in children. In her free time, she enjoys reading, crafting, and traveling.
Misty is a first-year master’s student in Developmental Psychology at Teachers College, Columbia University. She graduated from Boston University with a double major in Psychology and Early Childhood Education. After completing her undergraduate studies, she founded an educational NGO that provides career-exploration opportunities for children from low-SES backgrounds and children with special needs. Misty’s research interests center on early career exploration and the development of career motivation in children. In her free time, she enjoys reading, crafting, and traveling.
Yanyan (Kaly) Li is a second-year master’s student in Clinical Social Work at Columbia University. After completing her bachelor’s degree in Psychology, she spent time working in clinical and research settings focused on mental health and community support. Her experiences working with diverse and underserved populations shaped her research interests, which focus on students’ motivation for academic and career decision-making during adolescence and young adulthood, with particular attention to how psychological well-being, stress, and contextual factors shape these choices. She is especially interested in understanding motivational processes among students from marginalized backgrounds and how these processes influence engagement and persistence in educational pathways.
Yanyan (Kaly) Li is a second-year master’s student in Clinical Social Work at Columbia University. After completing her bachelor’s degree in Psychology, she spent time working in clinical and research settings focused on mental health and community support. Her experiences working with diverse and underserved populations shaped her research interests, which focus on students’ motivation for academic and career decision-making during adolescence and young adulthood, with particular attention to how psychological well-being, stress, and contextual factors shape these choices. She is especially interested in understanding motivational processes among students from marginalized backgrounds and how these processes influence engagement and persistence in educational pathways.
Ellen McDermott is a first-year master’s student in the Cognitive Science in Education program. She is interested in studying ways to diversify classroom materials, aiming to raise the likelihood that students are exposed to STEM concepts in ways that motivate them to seek deeper understanding. She is also interested in studying emotional regulation and collaborative learning. Ellen enjoys movie theaters, a long run, the New York Botanical Garden, journaling, 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.
Ellen McDermott is a first-year master’s student in the Cognitive Science in Education program. She is interested in studying ways to diversify classroom materials, aiming to raise the likelihood that students are exposed to STEM concepts in ways that motivate them to seek deeper understanding. She is also interested in studying emotional regulation and collaborative learning. Ellen enjoys movie theaters, a long run, the New York Botanical Garden, journaling, 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.
Aarushi (Aaro) is a second-year master’s student in Mental Health Counseling at Teachers College, Columbia University. After completing her bachelor’s in Psychology at the University of British Columbia, she spent some time working in outreach and case management for several non-profits. Her time working with marginalized communities strengthened her research interests surrounding choices when faced with structural inequalities and a lack of accessibility, along with working from a multicultural framework. In her free time, she enjoys practicing yoga, attending art events around the city, and traveling.
Aarushi (Aaro) is a second-year master’s student in Mental Health Counseling at Teachers College, Columbia University. After completing her bachelor’s in Psychology at the University of British Columbia, she spent some time working in outreach and case management for several non-profits. Her time working with marginalized communities strengthened her research interests surrounding choices when faced with structural inequalities and a lack of accessibility, along with working from a multicultural framework. In her free time, she enjoys practicing yoga, attending art events around the city, and traveling.
Evelyn is a first-year master’s student in Developmental Psychology at Teachers College, Columbia University. 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. She is interested in how students’ beliefs about their abilities and the value they place on learning shape classroom engagement and persistence. In her free time, she enjoys going for walks and baking.
Evelyn is a first-year master’s student in Developmental Psychology at Teachers College, Columbia University. 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. She is interested in how students’ beliefs about their abilities and the value they place on learning shape classroom engagement and persistence. In her free time, she enjoys going for walks and baking.
Yuhan is a second-year master’s student in the Cognitive Science in Education program. His research interest generally involves how teaching methods affect student learning outcomes in STEM fields. He is currently investigating how truncations and expansions in line graphs can mislead children into drawing false conclusions about graph slopes. Outside of academics, he enjoys reading detective novels by Agatha Christie, Raymond Chandler, Lawrence Block and so on.
Yuhan is a second-year master’s student in the Cognitive Science in Education program. His research interest generally involves how teaching methods affect student learning outcomes in STEM fields. He is currently investigating how truncations and expansions in line graphs can mislead children into drawing false conclusions about graph slopes. Outside of academics, he enjoys reading detective novels by Agatha Christie, Raymond Chandler, Lawrence Block and so on.
Shreya is a first 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 first 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.