Cristina Zepeda
Assistant Professor of Psychology and Human Development
As the director of the , investigates how to best support student learning. In particular, I focus on examining how metacognition, motivation, and other instructional techniques can inform our understanding of learning and transfer with the goal of making education more equitable.
Representative Publications
Zepeda, C. D., & Nokes-Malach, T. J. (2023). Assessing metacognitive regulation during problem solving: A comparison of three measures. Journal of Intelligence, 11(1), 16.
Martin, R. S., Zepeda, C. D., Lindstadt, C., Love, B. & Butler, A. C. (2022). The cultural career script: College students’ expectations for a typical career. Journal of Applied Research in Memory and Cognition, 11(1), 66–75.
Wang, M. T., Zepeda, C. D., Qin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive links among socioeconomically disadvantage adolescents’ ability mindsets, metacognitive skills, and math engagement. Child Development 92, e957-e976.
Zepeda, C. D., & Nokes-Malach, T. J. (2021). Metacognitive study strategies in a college course and their relation to exam performance. Memory & Cognition. 49, 480-497.
Zepeda, C. D., Martin, R. S., & Butler, A. C. (2020). Motivational strategies to engage learners in desirable difficulties. Journal of Applied Research in Memory and Cognition, 9(4), 464-470.
Boden, K. K., Zepeda, C. D., & Nokes-Malach, T. J. (2020). Achievement goals and conceptual learning: An examination of teacher talk. Journal of Educational Psychology, 12(6), 1221-1242.
Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers' supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522-541.
Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in-vivo study. Journal of Educational Psychology, 107(4), 954-970.