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 second-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 second-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.
Yuchen is a fifth-year doctoral candidate in Applied Cognition and Development at the University of Georgia. 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.
Yuchen is a fifth-year doctoral candidate in Applied Cognition and Development at the University of Georgia. 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.
Elaine is an incoming 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 an incoming 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 second-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 second-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.
Syntia is a third-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 third-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.
Halle is a first-year master’s student in Developmental Psychology at Teachers College, Columbia University. After completing her bachelor’s in Sociology at Barnard College, she spent several years working in outdoor education and wilderness leadership at non-profits, therapeutic institutions, and leadership schools. Her passion for the outdoors and its ability to provide students with challenging, transformative personal and educational experiences inspired her to pursue research in human development. She is interested in investigating how students navigate adversity and the role their social environment plays in allowing them to reach their full potential. In her free time, Halle enjoys spending time with her dog, exploring the outdoors, and making pottery.
Halle is a first-year master’s student in Developmental Psychology at Teachers College, Columbia University. After completing her bachelor’s in Sociology at Barnard College, she spent several years working in outdoor education and wilderness leadership at non-profits, therapeutic institutions, and leadership schools. Her passion for the outdoors and its ability to provide students with challenging, transformative personal and educational experiences inspired her to pursue research in human development. She is interested in investigating how students navigate adversity and the role their social environment plays in allowing them to reach their full potential. In her free time, Halle enjoys spending time with her dog, exploring the outdoors, and making pottery.