Professor, Psychology
Ph.D., University of Arizona, 2014
B.A., University of Arizona, 2004
PSYC 100: Introduction to Psychology
PSYC 101: Introductory Seminar in Psychology
PSYC 208: Applied Developmental Psychology
PSYC 290: Psychology Research and Statistics I
PSYC 291: Psychology Research and Statistics II
PSYC 301: Psychology Professional Seminar
PSYC 310: Cognitive Psychology
PSYC 360: Qualitative & Mixed-Methods Research
PSYC 380: Educational Psychology
PSYC 397: Educational Research Seminar
PSYC 499: Academic Motivation Advanced Seminar
DIRECTOR OF THE CENTER FOR TEACHING AND LEARNING
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.
Learning with ChatGPT: Examining Student Academic Motivation and Use of Generative AI. Vega, R.I. & Claffey, S. Presented at the Society for the Teaching of Psychology 23rd Annual Conference on Teaching, Louisville, KY. October 2024
Motivation and Self-Regulation in Context: An Examination of Student Psychological Well-being, Motivation, Learning Regulation, and Achievement During Emergency Remote Learning. Presented at the Annual Conference of the New England Psychological Association, Worcester, MA. October 2023
Removing Barriers and Bringing Equity to the Teaching of Statistics and Research Methods. Vega, R.I. & Claffey, S. Presented at the Society for the Teaching of Psychology 22nd Annual Conference on Teaching, Portland, OR. October 2023.
Self-regulation and self-monitoring in classroom management. McCaslin, M., Sotardi, V., & Vega, R.I. (2015). 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
Fractions as subtraction: An activity-oriented perspective from elementary children. Wood, M. B., Olson, A. M., Freiberg, E. F., & Vega, R. I. (2013). School Science and Mathematics, 113 (8), 390-399.
Peer co-regulation of learning, emotion, and coping strategies in small-group learning. McCaslin, M. & Vega, R.I. (2013). 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
Tabletalk: Navigating and negotiating in small-group learning. McCaslin, M., Vega, R. I., Anderson, E. E., Calderon, C. N., & Labistre, A. M. (2011). In D. M. McInerney, R. Walker, & G. A. Liem (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward. Research on sociocultural influences on motivation and learning, Vol. 10 (pp. 191-222). Charlotte, NC: Information Age Publishing.
