Chris Rozek


*indicates student mentee first author

In Press/2021

Rozek, C.S., & Gaither, S.E. (in press). Not quite white or black: Biracial students’ perceptions of threat and belonging across school contexts. Journal of Early Adolescence. [PDF]

^*Smith, E.N., ^Rozek, C.S., Manke, K.J., Dweck, C.S., & Walton, G.M. (in press). Teacher- versus researcher-provided affirmation effects on students’ task engagement and positive perceptions of teachers. Journal of Social Issues. [PDF] [Supplement]

^first two authors contributed equally

Schaeffer, M.W., Rozek, C.S., Maloney, E.A., Berkowitz, T., Levine, S.C. & Beilock, S.L. (in press). Elementary school teachers’ math anxiety and students’ math learning: A large-scale replication. Developmental Science. [PDF]

Allen, K.A., Kern, M.L., Rozek, C.S., McInereney, D., & Slavich, G.M. (in press). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology. [PDF]

Scott, S.R., Rivera, K.M., Rushing, E., Manczak, E.M., Rozek, C.S., & Doom, J.R. (in press). “I hate this”: A qualitative analysis of adolescents’ self-reported challenges during COVID-19. Journal of Adolescent Health. [PDF


*Pantoja, N., Schaeffer, M.W., Rozek, C.S., Beilock, S.L., & Levine, S.C. (2020). Children’s math anxiety predicts their math achievement over and above a key foundational math skill. Journal of Cognition and Development, 21(5), 709-728. [PDF]


Choe, K.W., Jenifer, J.B., Rozek, C.S., Berman, M.G., & Beilock, S.L. (2019). Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science Advances, 5(11), eaay1062. [PDF] [OSF]

~Selected media on Choe, Jenifer, Rozek, Berman, & Beilock (2019):

-Tweet thread summary: [LINK]

Inverse: Study finds math anxiety can equal bad decision-making

~Borman, G.D., ~Rozek, C.S., Pyne, J., & Hanselman, P. (2019). Reappraising academic and social adversity improves middle-school students' academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences, USA, 116(33), 16286-16291. [LINK] [PDF] [Supplement (including intervention materials)]

~Co-Corresponding authors

~Selected media on Borman, Rozek et al. (2019):

-Tweet thread summary: [LINK]

PNAS: In This Issue

-Washington Post: Five ways parents can help their kids transition smoothly to middle school [PDF]

-Also covered in: Time Magazine, Chicago Tribune, The Philadelphia Inquirer, Yahoo! News

Rozek, C.S.,
Ramirez, G., Fine, R.D., & Beilock, S.L. (2019). Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation. Proceedings of the National Academy of Sciences, USA, 116(5), 1553-1558. [PDF] [Supplement (including intervention prompts)]

~Selected media on Rozek et al. (2019):

-Inverse: Test-Day Anxiety Can Be Beat in Two Simple Steps, Say Scientists [PDF]

-Science News: Easing test anxiety boosts low-income students’ biology grades [PDF]

-Daily Mail: Help is at hand for poor pupils who traditionally struggle in science subjects: Reducing anxiety by facing fears HALVES failure rates among students from low income homes [PDF]

-Science Daily: Helping anxious students excel on science exams: A 10-minute mental exercise helps improve lower-income students' STEM exam scores [PDF]

-ZME Science: Want to improve kids’ test scores? Help them reduce their anxiety, researchers say [PDF]

-Science Magazine: New Research Helps Students Excel On Science Exams [PDF]

-Ed Week: These Simple Writing Exercises Helped More Low-Income Students Pass Biology [PDF]

-Reddit: At a large Midwestern high school, almost 40 percent of low-income biology students were poised to fail the course. Instead, thanks to simple measures aimed at reducing test anxiety, that failure rate was halved

Science News for Students: Easing test anxiety boosts science grades in low-income students: Coping with stress before exams could help more kids stay in science [PDF]

Ed Week Graphic Explainer: Helping Students Relax and Focus Before Exams

Forbes: Tackling Anxiety Helps Level STEM Playing Field [PDF]

Rozek, C.S., Levine, S.C., & Beilock, S.L. (2019). The role of anxiety and motivation in students’ math and science achievement. In P. K. Kuhl, S-S. Lim, S. Guerriero, & D. Van Damme (Eds.), Learning in the digital age: Towards a science of learning for 21st century education. Educational research and innovation (pp. 59-69). Paris, FR: OECD Publishing. [PDF]


^*Schaeffer, M.W., ^Rozek, C.S., Berkowitz, T., Levine, S.C., & Beilock, S.L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology: General, 147(12), 1782-1790. [PDF] [Supplemental Material]

^first two authors contributed equally

~Selected media on Schaeffer, Rozek et al. (2018):

-UChicago News: Kids benefit when parents overcome math anxiety [PDF]

-USA Today: Not a math person? You can still help your kids succeed in math. There's an app for it. [PDF]

-Ed Week: Breaking the Link Between Parents' Math Anxiety and Students' Progress [PDF]

-NPR: How To Make Sure Your Math Anxiety Doesn't Make Your Kids Hate Math [PDF]

^*Pyne, J.R., ^Rozek, C.S., & Borman, G.D. (2018). Assessing malleable social-psychological academic attitudes in early adolescence. Journal of School Psychology, 71, 57-71. [PDF]

^first two authors contributed equally

Borman, G.D., Grigg, J., Rozek, C.S., Hanselman, P., & Dewey, N.A. (2018). Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation. Psychological Science, 29(11), 1773-1784. [PDF]

*Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Beilock, S.L., & Levine, S.C. (2018). Supporting science, technology, engineering, and mathematics (STEM) learning by helping families overcome math anxiety. In M. Caspe, T. Woods, & J.L. Kennedy (Eds.), Promising practices for engaging families in STEM learning (pp. 19-34). Charlotte, NC: Information Age Press. [PDF]


Rozek, C.S., Svoboda, R.C., Harackiewicz, J.M., Hulleman, C.S., & Hyde, J.S. (2017). Utility-value intervention with parents increases students' STEM preparation and career pursuit. Proceedings of the National Academy of Sciences, USA, 114(5), 909-914. [PDF] [Supplement]

+Downloaded over 55,000 times in the first month it was released online

~Selected media on Rozek et al. (2017):

-UChicago News: Talking to children about STEM fields boosts test scores and career interest [PDF]

-Career News: Just Talking to Kids About STEM Boosts Tests Scores [PDF]

-Couragion Corporation: Boost Kids’ STEM Grades – Simply By Talking!?! [PDF]

-Physics World: Parents' enthusiasm for science boosts teens' exam scores [PDF]

-Washington Post: How to develop STEM-confident girls at home [PDF]

-KCBS News Radio - 740 AM - 106.9 FM, San Francisco: [Clip 1]

-KCBS News Radio - 740 AM - 106.9 FM, San Francisco: [Clip 2]

-Ars Technica: Interventions with parents push kids to pursue science classes

-Child Trends News Service YouTube Video Summary: Teens and STEM Careers

Hanselman, P., Rozek, C.S., Grigg, J., & Borman, G.D. (2017). New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications. Journal of Educational Psychology, 109(3), 405-424. [PDF] [Supplement]

~Selected media on Hanselman et al. (2017):

-The Atlantic: A Worrying Trend of Psychology's Simple Little Tricks [PDF]

-Radiolab: Stereothreat (minutes ~32-35)

Beilock, S.L., Schaeffer, M.W., & Rozek, C.S. (2017). Understanding and addressing performance anxiety. In A.J. Elliot, C.S. Dweck, & D.S. Yeager (Eds.), Handbook of Competence and Motivation (2nd Edition): Theory and Application. Guilford Press. [PDF]

Watt, H.M.G., Hyde, J.S., Petersen, J., Morris, Z.A., Rozek, C.S., & Harackiewicz, J.M. (2017). Math – A critical filter for STEM-related career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles77(3), 254-271.  [PDF]

~Selected media on Watt et al. (2017): 

-The Australian: Researchers look to make maths, sciences appealing to girls [PDF]

-U.S. News & World Report: Girls Need Confidence, Good Scores to Pursue Physics [PDF]

-Science Newsline: Interest, Skills And Belief in Own Abilities Steer Youngsters Towards STEM Jobs [PDF]


Hyde, J.S., Canning, E., Rozek, C.S., Clarke, E., Hulleman, C.S., & Harackiewicz, J.M. (2017). The role of mothers’ communication in promoting motivation for math and science course-taking in high school. Journal of Research on Adolescence27(1), 49-64.  [PDF]



*Svoboda, R.C., Rozek, C.S., Hyde, J.S., Harackiewicz, J.M., & Destin, M. (2016). Understanding the relationship between parental education and STEM course-taking through identity-based and expectancy-value theories of motivation. AERA Open2(3), 1-13.  [PDF] [Supplement]


Berkowitz, T., Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). Response to Comment on “Math at home adds up to achievement in school”. Science351(6278), 1161-1161.  [PDF]



Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology107(1), 195-206.  [PDF]


Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., & Harackiewicz, J.M. (2015). What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance. Motivation and Emotion39(1), 104-118.  [PDF]



+Harackiewicz, J.M., Rozek, C.S., Hulleman, C.S., & Hyde, J.S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science23(8), 899-906.  [PDF]


+Won the Cialdini Award from the Society for Personality and Social Psychology, designated "for the publication that best explicates social psychological phenomena principally through the use of field research methods and settings and that thereby demonstrates the relevance of the discipline to communities outside of academic social psychology.”


~Selected media on Harackiewicz et al. (2012) 

-CNN: Want Kids to Take Calculus?  Convince Mom First [PDF]


Tauer, J. M., Guenther, C. L., & Rozek, C. (2009). Is there a home choke in decisive playoff basketball games?. Journal of Applied Sport Psychology21(2), 148-162.  [PDF

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