Faculty Research Profiles: Allison Ryan

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Associate Professor

Child Development Division
Educational Psychology
230B Education Building
1310 S. 6th St. MC 708
217 333-8644
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Research Biography

Young adolescents' motivation, engagement, and performance in school are important issues. While all individuals do not experience serious problems in school during early adolescence, many do. Disengagement in school at this age has far-reaching consequences for education and career opportunities. The overall goal of my research is to increase our understanding of achievement beliefs and behaviors during this stage of life. A theme throughout my research on achievement during early adolescence is a focus on the intersection of social and academic concerns of young adolescents at school. In a variety of ways I have explored how interpersonal relationships in the classroom setting are intertwined with, and facilitate or constrain, students' motivation, engagement and achievement. My research falls into three general areas: (1) students' help seeking beliefs and behaviors, (2) the classroom social environment, and (3) peer groups and processes of peer influence in the classroom.

Degrees

  • Ph.D., Education and Psychology, University of Michigan, Ann Arbor, 1998
  • M.A., Developmental Psychology, University of Michigan, Ann Arbor, 1997
  • B.A., Psychology, Providence College, Rhode Island, 1992

Key Professional Appointments

  • Associate Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 2004--
  • Assistant Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 1998-2004

Activities & Honors

  • CAS Fellow, Center for Advanced Study, 2003-2004
  • Distinguished Scholar, Faculty & Staff Awards Committee, 2003
  • Editorial Board Member, Journal of Educational Psychology, 2000-2007
  • Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2000-2003
  • Outstanding Dissertation Award, Division 15, American Psychological Association, 2000
  • Arnold O. Beckman Research Award, University of Illinois at Urbana-Champaign, 1999
  • Edwin P. Newman Award, American Psychological Association, 1999
  • Rackham Dissertation Fellowship, University of Michigan - Ann Arbor, 1998
  • Dissertation Support Award, American Psychological Association, 1997

Grants

  • Principal Investigator, Hardie Collaborative Stipend: Considering the Confluence of Gender and Race on Help Seeking Behavior of Young Adolescents in the Classroom, Bureau of Educational Research, 2007
  • Advisor, Stereotype Threat and Math Test Performance Pilot Study, The Spencer Foundation, 2004
  • Principal Investigator, An Investigation of Help Seeking in Young Adolescent Students, Campus Research Board, 2002

Selected Publications

  • Kiefer, S. M. & Ryan, A. M. (in press).  Striving for social dominance over peers: The implications for academic adjustment during early adolescence.  Journal of Educational Psychology. 
  • Ryan, A. M., & Shim, S. O. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin, 32, 1246-1263.
  • Ryan, A. M., Patrick, H., & Shim, S. O. (2005). Differential profiles of students identified by their teacher as having avoidant, appropriate or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology, 97(2), 275-285.
  • Ryan, K., & Ryan, A. (2005). Motivational processes underlying stereotype threat. Educational Psychologist, 40(1), 53-63.
  • Shim, S. O. & Ryan, A. M. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. Journal of Experimental Education, 73(2), 1-15.