Kate Snyder

Kate Snyder

Assistant Professor
Department of Counseling and Human Development
Room 310 - College of Education & Human Development
502-852-8796
kesnyd02 @louisville.edu

Dr. Snyder's curriculum vita [PDF]

Educational Background

  • PhD, Developmental Psychology, Duke University, 2012
  • MA, Developmental Psychology, Duke University, 2011
  • BA, Psychology, North Carolina State University, 2007

Research

I am an applied educational and developmental psychologist. Educational psychologists apply psychological research to questions in education; in my research program, I apply developmental psychology principles to educational questions. These dual lenses serve as the backdrop for my overall research program, which is focused on three interrelated content areas: academic underachievement, achievement motivation, and giftedness. The core of my research lies at the intersection: how can achievement motivation theories be used to understand why some individuals, especially those with exceptional ability, fail to achieve at a level commensurate with their potential? And what are the implications of this question for informing motivation theory? I have used a multi-method approach in my research program, integrating theoretical proposal with primary and secondary data analysis, experimental methodology, and instrument development.

Some of my current projects include:

  • An exploration of pre-service teachers’ beliefs about giftedness and intelligence
  • A meta-analysis aimed at understanding the effectiveness of interventions for underachieving students
  • An ongoing investigation of the role that motivational beliefs (beliefs about the malleability of intelligence, the perceived importance of effort in achievement, and the role of brilliance in success) among undergraduates engineering students

Current Externally Funded Grants

  • Reaching Academic Potential Project
    Source: U.S. Department of Education Javits Grant
    Role: Co-evaluator
    Funding: $1,199,121
    Duration 2015-2018
  • Cadre and Faculty Development Course 2016: Pilot Project
    Source: U.S. Department of Defense (via U.S. Army, Training and Doctrine Command)
    Role: Co-evaluator
    Funding: $848,000
    Duration 2016-2017
    Principal & Project Director: Jeffrey C. Sun; Co-PI: Jessica Buckley

Teaching Areas

  • Human Development
  • Developmental Theory
  • Educational Psychology

Honors & Awards

  • Early Scholar Award (National Association for Gifted Children), 2017
  • UofL Faculty Favorite, 2014 - 2015, 2015 - 2016, 2016 - 2017
  • Path Breaker Award (Research on Giftedness, Creativity, & Talent SIG; American Educational Research Association, 2015
  • Paul R. Pintrich Outstanding Dissertation Award (Division 15, American Psychological Association), 2014
  • Research and Evaluation Network Dissertation Award (National Association for Gifted Children), 2013

Professional Memberships

  • American Educational Research Association (AERA)
  • American Psychological Association (APA)
  • National Association of Gifted Children (NAGC)

Selected Publications

  • Linnenbrink-Garcia, L. Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., & Hill, N. (in press). Multiple pathways to success: An examination of integrative motivational profiles among college and upper elementary students. Journal of Educational Psychology.
  • Snyder, K. E., Barr, S. M.*, Honken, N. B., Pittard, C. M.*, & Ralston, P. (in press). Navigating the first semester: An exploration of short-term changes in motivational beliefs among engineering undergraduates. Journal of Engineering Education.
  • Rudasill, K. M., Snyder, K. E., Levinson, H.*, & Adelson, J. L. (2017). Systems View of School Climate: A theoretical framework for research. Educational Psychology Review, 1-26.
  • Snyder, K. E., Malin, J. L., Dent, A. L., & Linnenbrink-Garcia, L. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106, 230-241.
  • Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48, 209-228. *Indicates a UofL student co-author