Associate Professor, Department Chair, Psychology
Ph.D., University of Arizona, 2014
B.A., University of Arizona, 2004
PSYC 101: Introduction to Psychology
PSYC 208: Applied Developmental Psychology
PSYC 290: Psychology Research and Statistics I
PSYC 291: Psychology Research and Statistics II
PSYC 310: Cognitive Psychology
PSYC 380: Educational Psychology
PSYC 397: Educational Research Seminar
PSYC 499: Academic Motivation Advanced Seminar
My research interests lie at the intersection of student cognition and emotion. My work focuses on the development of students' ability to engage in metacognition and regulate their own learning and the teacher's role in supporting this development.
Vega, R.I. (2023, October). Motivation and Self-Regulation in Context: An Examination of Student Psychological Well-being, Motivation, Learning Regulation, and Achievement During Emergency Remote Learning. Presentation at the Annual Conference of the New England Psychological Association.
Vega, R.I. & Claffey, S. (2023, October). Removing Barriers and Bringing Equity to the Teaching of Statistics and Research Methods. Participant Idea Exchange led at the Society for the Teaching of Psychology 22nd Annual Conference on Teaching, Portland, Oregon.
Vega, R.I. & Gonzalez Valdez, A. (2022, October). Investigating the Role of Professor Empathy in Supporting Thriving Students of Color at Predominantly White Institutions. Presented at the 21st Annual Conference on Teaching of the Society for the Teaching of Psychology, Pittsburg, PA.
McCaslin, M., Sotardi, V., & Vega, R.I. (2015). Self-regulation and self-monitoring in classroom management. In E.T. Emmer & E.J Sabornie (Eds.), Handbook of classroom management: Research, practice, and contemporary issues, 2nd ed. (pp.322-341). Taylor and Francis Group Publishers.
Wood, M. B., Olson, A. M., Freiberg, E. F., & Vega, R. I. (2013). Fractions as subtraction: An activity-oriented perspective from elementary children. School Science and Mathematics, 113 (8), 390-399.
McCaslin, M. & Vega, R.I. (2013). Peer co-regulation of learning, emotion, and coping strategies in small-group learning. In S. Phillipson, K.Y.L. Ku, & S.N., Phillipson (Eds.), Constructing educational achievement: A sociocultural perspective. (pp.118-135). London, UK /New York, NY: Routledge.
Learning with ChatGPT: Examining the Impact of Generative AI on Student Engagement and Self-Regulated Learning - 2023 - 2024 Faculty Incentive Award
