Student & Faculty Research
Our students are active researchers in psychology laboratories and research groups.
The Department of Psychology offers many opportunities for students to gain research
experience, including the ability to earn course credit for working in a research
lab. Previous research experience is NOT necessary!
WKU Study Board
The Study Board is an automated online system for scheduling research participation in the Department of Psychological Sciences and the Department of Psychology. The information on these pages assists students, course instructors, and researchers in using the Study Board.
Student Research Opportunities in the Department of Psychology
Contact any of the faculty below to learn more about how you can get involved with their research.
|Faculty Name||Faculty Research Interests||Lab Name|
|Mel Baker||My empirical research focuses on the application of social-cognitive psychology to questions and issues related to law and the legal system.||Psychology, Law, Emotions, and Attitudes (PLEA) Lab|
|Pitt Derryberry||My research interests pertain to socio-cognitive development during adolescence and the college years with specific emphases on the development of moral judgment and self-understanding.||Research of Ethical and Social Topics (REST) Lab|
|Lisa C. Duffin||My research interest spans the factors that impact academic quality at many different levels (i.e., program-level, group-level, and individual-level) and in many different contexts (i.e., university, K-12 schools, lab).||The Academic Quality (TAQ) Lab|
|Rick Grieve||My research interests lie in the area of eating disorders, and right now I am investigating men's eating disorders, especially muscle dysmorphia. I am also interested in sport fan behaviors. I have a number of studies going in both areas through the Clinical/Applied Research (CAR) Group.||Clinical/Applied Research (CAR) Group|
The Behavior in Education, Assessment and Results (BEAR) Lab focuses on applied research with child, family, and learner support systems. There are currently a few ongoing projects:
|Behavior in Education, Assessment and Results (BEAR) Lab|
My research focuses on bridging the gap between cognitive neuroscience and clinical science by applying a wide range of cutting-edge approaches including fMRI, EEG, ECG, EDA, EMG, impedance cardiograph, and computerized behavioral tasks. Current research projects involve:
|Translational Neuroscience Lab (TNL)|
|Sally Kuhlenschmidt||I work primarily with graduate students and have a variety of research interests that engage me in many types of projects. In terms of populations older adults are a special focus with a sample graduate student project being mindfulness in older adults. I also have an interest in technological applications and implications for clinical practice. I enjoy evaluation of psychological assessments which is a key component of most research topics. Currently I am working on projects involving mindfulness practices.||Abilities Research Group|
|Adam Lockwood||My research focuses on educators’ perceptions and practice. Currently, I am investigating the role of special education teachers in the assessment of students with disabilities, and the training they have received in this area. Additionally, I am examining the psychometric properties of a measure of school psychologist self-efficacy and how to increase trainee self-efficacy during graduate school. Future research will focus on examining teacher trainee assessment competency and educators’ assessment self-efficacy. I welcome psychology and education students who are interested in assessment and self-efficacy to join my research team.||Perception and Practice Lab|
|Sarah Ochs||My research examines how we can most accurately identify youth at risk for a variety of academic, behavioral, and mental health concerns. This includes improving measurement through studies of technical adequacy and practical utility. I am also interested in how we can use technology and other novel assessment approaches to improve accuracy, particularly for diverse student populations.||Measurement and Intervention Team|
|Tony Paquin||My general research interests include: (1) The impact of culture on workplace behavior (e.g., productivity/organizational effectiveness, leadership, incivility) in traditional and nontraditional organizations; (2) Cross-cultural perceptions of date rape; (3) Psychometric issues in the translation and design of cross-cultural instruments; and (4) Rater agreement in the context of performance appraisal.||Cross-cultural Psychology Lab|
|Jenni Redifer||My research examines cognitive factors related to student learning and achievement. I am interested in how working memory capacity (the limited attentional resources we have available during effortful tasks) influences problem-solving and retrieval of information from long-term memory. Part of this work investigates methods for teaching effective strategies to individuals with low working memory capacity (i.e., fewer attentional resources).||Attention and Memory Lab|
|Tim Thornberry||My research relates to primary care psychology topics, especially parenting, prevention, and public health. Ongoing projects include: examining the utility of analog behavior observations of parent-child interactions; implementation of Parent-Child Interaction Therapy (PCIT) with rural families; and behavioral health problem prevention and intervention (e.g., smoking cessation, substance abuse, pediatric obesity).||Parent Child Research Lab|
My research interests are in motivation and performance psychology within the contexts of exercise, sport, and education. Primary independent variables include attentional focus, cognitive processing (especially multi-tasking), and goal types. Usual dependent variables assessed are performance, self-selected intensity/pace, perceived effort, and cognitive load.
Recent studies include:
|Qin Zhao||My current research interest involves how top-down metacognitive processes (e.g., beliefs/mindsets, self-perceptions, expectancies) influence student learning, motivation, and psychological well-being. I am also interested in reducing common bias (e.g., anchoring, overconfidence) in metacognitive judgments.||Metacognition Lab|