Educational Psychology

Skip to main content

Research lab: Geoffrey Maruyama


  • Pairing courses with community-based experiences to connect students' learning to important civic and community issues and relate class/community connections to academic success
  • Working with community partners to develop effective approaches for addressing social-emotional needs of elementary and middle school students
  • Integrating different conceptual and methodological approaches to address social-emotional developmental needs of youth


  • Social Emotional Development Lab- This lab studies a range of social psychological factors that influence student academic (achievement and attainment) outcomes. They include thenon-cognitive factors of Sedlacek, growth mindset of Dweck, GRIT of Duckworth, and theories like attribution theory and achievement motivation that precede them.
  • First in the World Grant- This four-year grant from the U.S. Department of Education, Fund for the Improvement of Post-Secondary Education (FIPSE) funds the University of Minnesota and five partner institutions in an effort to engage underrepresented and low-income students and bridge campus-community cultural divides by developing deeper partnerships with diverse communities.

"My primary research has focused on achievement processes in schools, particularly on social processes and on antecedents of educational success; on research methods for educational and other applied settings; and, recently, on action research approaches in challenged communities and engaged scholarship in urban settings."

Geoffrey Maruyama headshot

Geoffrey Maruyama

  • Lab director
  • Department chair, professor of psychological foundations of education
  • Emphasis: Social psychological & developmental processes

Research group

Carolyn Dienhart headshot

Carolyn Dienhart PhD graduate student, psychological foundations: social psychological & developmental processes

As a Research Intern at Search Institute, Carolyn’s objective is to discover factors that increase youth’s chances at success in personal, educational, and professional life outcomes. Similarly, as a Project Coordinator on the FIPSE grant, her aim is to investigate ways to increase retention of underrepresented college students in order to improve their chances of obtaining college degrees, which dramatically increases their chances of success in a variety of domains throughout the lifespan.

Tai Do headshot

Tai Do

Isabel Lopez headshot

Isabel Lopez MA graduate student, psychological foundations: social psychological & developmental processes

Isabel's research interests include: social emotional learning and service learning.

Anthony Schulzetenberg headshot

Anthony Schulzetenberg PhD graduate student, psychological foundations: social psychological & developmental processes

Anthony's research interests include: personal qualities and stereotype threats that may inhibit success in adults, how social psychological interventions can promote healthy self-concepts and interrupt damaging recursive cycles that perpetuate negative stereotypes.

Wei Song headshot

Wei Song PhD graduate student, psychological foundations: social psychological & developmental processes

As a graduate consultant in ORCS, Wei helps students and faculty members when they need data-related assistance, including: data collection, data analysis, manuscript writing. Additionally, she works on the Youth Economic Participation Initiative (YEPI), a program under Talloires Network Project. The goal is to create a survey for a population of 315 institutions all over the world. Wei is interested in investigating how education system influences students’ self-development differently from the USA to China, especially their social skills and peer relationships.

Yu Chi Wang headshot

Yu-Chi Wang

Lara Westerhof headshot

Lara Westerhof PhD graduate student, psychological foundations: social psychological & developmental processes

Lara's research interests include: how social and emotional factors affect student learning and development.

Recent publications

Maruyama, G. (2012). Assessing College Readiness: Should We Be Satisfied with ACT or Other Threshold Scores? Educational Researcher. 41, 252-261.

Maruyama, G., & Van Boekel, M. (2014). Action Research. In Oxford Bibliographies in Psychology. Dana S. Dunn (Ed.). New York: Oxford University Press.

Maruyama, G., & Ryan, C. (2014). Research Methods in Social Relations, 8th Edition. Oxford, England: Wiley-Blackwell.