Profile

Profile

Ryan Svoboda

Ryan Svoboda


Biography

Ryan Svoboda is a PhD candidate in the Human Development and Social Policy Program in the School of Education and Social Policy and a Multidisciplinary Program in Education Sciences Fellow through the Institute of Education Sciences. His research examines the interplay between identity, motivation, and emotion as pathways to support and promote student achievement. He uses both laboratory and field experiments as well as longitudinal studies to examine the relationship between these psychological beliefs and student achievement. Recent work includes a longitudinal study examining the association between parental education and STEM (science, technology, engineering, and technology) course-taking in high school and college and how this relationship is partially explained by parents' and students' motivation and identity beliefs regarding STEM. Other projects include a lab study examining achievement and power motives as predictors of goal engagement and a parent-centered intervention designed to boost college discussions between 8th grade parents and their students. Ryan's advisors are Mesmin Destin and Claudia Haase.

Curriculum Vitae

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Research/Scholarship

Education

Year Degree Institution
2016 MA, Human Development and Social Policy Northwestern University
2013 BA, Psychology University of Wisconsin-Madison

Selected Publications

Destin, M & Svoboda, R. C. (Working Paper/In Press/Under Review). A Brief Randomized Controlled Intervention Targeting Parents Improves Grades during Middle School. Journal of Adolescence.

Rozek, C. S., Svoboda, R. C., Harackiewicz, J. M., Hulleman, C. S., & Hyde, J. S. (Working Paper/In Press/Under Review). Utility-value intervention with parents increases students' STEM preparation and career pursuit. Proceedings of National Academy of Sciences.

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 Open, 2: 1-13.
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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 Psychology, 107: 195-206.

Selected Presentations

Rozek, C.S., Svoboda, R.C., Hyde, J.S., Hulleman, C.S., & Harackiewicz, J.M (May, 2016). A parent-centered utility-value intervention improves adolescents’ motivation and participation in mathematics and science.  Symposium, Annual Meeting of Association of Psychological Science. Chicago, IL.

Svoboda, R.C & Destin, M. (January, 2016). A parent intervention encourages important discussions and increases school motivation. Symposium, Annual meeting of the Society for Personality and Social Psychology. San Diego, CA.

Svoboda, R. C., Silbereisen, R. K., Reitmeier, M. E., Thomas, S. E., Heckhausen, J., & Haase, C.M. (2015). Achievement and power motivation as sources of work engagement in younger and older adults. Poster presentation at the Meeting of the Association for Psychological Science. New York, NY.

Research Interests

motivation and identity; school achievement and interest; social psychological interventions in education

Last Updated: 2017-09-12 12:05:17