Christopher Rozek

About Christopher Rozek

Christopher Rozek, With an exceptional h-index of 20 and a recent h-index of 19 (since 2020), a distinguished researcher at Washington University in St. Louis, specializes in the field of motivation, belonging, emotion, intervention.

His recent articles reflect a diverse array of research interests and contributions to the field:

Effort (less) exam preparation: Math anxiety predicts the avoidance of effortful study strategies.

A replicable identity-based intervention reduces the Black-White suspension gap at scale

Defaults are not a panacea: distinguishing between default effects on choices and on outcomes

Elementary school teachers' math anxiety and students' math learning: A large‐scale replication

“I hate this”: A qualitative analysis of adolescents' self-reported challenges during the COVID-19 pandemic

Belonging: A review of conceptual issues, an integrative framework, and directions for future research

Not quite white or black: Biracial students’ perceptions of threat and belonging across school contexts

Teacher‐versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers

Christopher Rozek Information

University

Position

___

Citations(all)

3015

Citations(since 2020)

2343

Cited By

1358

hIndex(all)

20

hIndex(since 2020)

19

i10Index(all)

23

i10Index(since 2020)

23

Email

University Profile Page

Google Scholar

Christopher Rozek Skills & Research Interests

motivation

belonging

emotion

intervention

Top articles of Christopher Rozek

Title

Journal

Author(s)

Publication Date

Effort (less) exam preparation: Math anxiety predicts the avoidance of effortful study strategies.

Journal of Experimental Psychology: General

Jalisha B Jenifer

Christopher S Rozek

Susan C Levine

Sian L Beilock

2022/10

A replicable identity-based intervention reduces the Black-White suspension gap at scale

American Educational Research Journal

Geoffrey D Borman

Jaymes Pyne

Christopher S Rozek

Alex Schmidt

2022/4

Defaults are not a panacea: distinguishing between default effects on choices and on outcomes

Behavioural Public Policy

David A Kalkstein

Fabiana De Lima

Shannon T Brady

Christopher S Rozek

Eric J Johnson

...

2022

Elementary school teachers' math anxiety and students' math learning: A large‐scale replication

Developmental science

Marjorie W Schaeffer

Christopher S Rozek

Erin A Maloney

Talia Berkowitz

Susan C Levine

...

2021/7

“I hate this”: A qualitative analysis of adolescents' self-reported challenges during the COVID-19 pandemic

Journal of adolescent health

Samantha R Scott

Kenia M Rivera

Ella Rushing

Erika M Manczak

Christopher S Rozek

...

2021/2/1

Belonging: A review of conceptual issues, an integrative framework, and directions for future research

Kelly-Ann Allen

Margaret L Kern

Christopher S Rozek

Dennis M McInerney

George M Slavich

2021/1/2

Not quite white or black: Biracial students’ perceptions of threat and belonging across school contexts

The Journal of Early Adolescence

Christopher S Rozek

Sarah E Gaither

2021/11

Teacher‐versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers

Journal of Social Issues

Eric N Smith

Christopher S Rozek

Kody J Manke

Carol S Dweck

Gregory M Walton

2021/9

Children’s math anxiety predicts their math achievement over and above a key foundational math skill

Journal of Cognition and Development

Nancy Pantoja

Marjorie W Schaeffer

Christopher S Rozek

Sian L Beilock

Susan C Levine

2020/10/19

See List of Professors in Christopher Rozek University(Washington University in St. Louis)

Co-Authors

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