Lisa Looney
Contact
Bio
Lisa Looney, Ph.D. is a Professor in the Department of Child Development. Her research work includes examining development and behavior within educational contexts, with an emphasis on motivational constructs as they relate to teachers and students. While much of her research has focused on development, motivation, and self-processes of teachers in PK-12 settings, her areas of inquiry have also expanded to include examination of these constructs both within faculty at institutions of higher education and with parents. Dr. Looney received her Ph.D. from the University of Maryland in Human Development, specializing in Educational Psychology, and she earned a master’s degree in Child Development from Michigan State University.
Education
Ph.D., Human Development (Educational Psychology), University of Maryland, College Park
M.A., Child Development, Michigan State University
B.A., Psychology & Human Development, California State University, San Bernardino
Research and Teaching Interests
Research Interests:
- Adolescents’ achievement motivation and the process by which teachers’ beliefs and emotional support facilitate students’ interest in class, prosocial behavior, and academic achievement
- Teachers’ self-processes (e.g., self-efficacy, self-worth) and how the role of context is related to the development of these self-beliefs
- Beliefs of inservice teachers—specifically, their self-efficacy, task valuing of teaching, and intentions to remain in the teaching profession and/or pursue further graduate education
- Educational interventions for student success (e.g., cognitive training; improvement of working memory and executive function)
- Motivational constructs as they relate to parenting
Dr. Looney runs the BeMoRe Lab (Beliefs and Motivation Research Lab). The lab conducts research related to development, behavior, beliefs, and motivation within educational and home contexts. Research focuses on students, parents, and educators. Students interested in gaining research experience with Dr. Looney can indicate their interest by filling out this form: Interest Form
Recent Publications & Manuscripts Under Review
Gratz, E., & Looney, L. (under review). What’s trust got to do with it? Interpersonal and institutional trust in university faculty. [Manuscript submitted for publication].
Wong, E.H., Rosales, K.P., & Looney, L. (2024). Testing the effectiveness of computerized cognitive training on an at-risk student population. Behavioral Sciences, 14, 1-12.
Looney, L., Minkoff, A., & Wilson, G. (2024). Creating clarity through understanding complexity: Building a case for development as a critical component of educator preparation. In M.C. Smith, R.N. Carney, & C.J. Fong (Eds.) Teaching Human Development for Educators (pp. 137-163). [Volume in the series Theory to Practice: Educational Psychology for Teachers and Teaching]. Information Age Publishing.
Looney, L., Wong, E.H., Rosales, K.P., Bacon, J.M., & Wiest, D.J. (2024). Supporting learning differences: Effects of cognitive training on working memory and executive function in a school-based sample. Education Sciences, 14, 89.
Rosales, K.P., Wong, E.H., & Looney, L. (2023). The psychometric structure of executive functions: A satisfactory measurement model? An examination using meta-analysis and network modeling. Behavioral Sciences, 13, 1-18.
Wong, E.H., Rosales, K.P., & Looney, L. (2023). Improving cognitive abilities in school-aged children via computerized cognitive training: Examining the effect of extended training duration. Brain Sciences, 13, 1-14.
Looney, L., Wong, E.H., Rosales, K.P., Rosales, F., & Tirado, G.M.* (2023). Teacher perceptions of working memory and executive function improvements following school-day cognitive training. School Psychology International, 44, 48-67.
Wiest, G.M., Rosales, K.P., Looney, L., Wong, E.H., & Wiest, D.J. (2022). Utilizing cognitive training to improve working memory, attention, and impulsivity in school-aged children with ADHD and SLD. Brain Sciences, 12, 1-16.
Gratz, E., & Looney, L. (2020). Faculty resistance to change: An examination of motivators and barriers to teaching online in higher education. International Journal of Online Pedagogy and Course Design, 10, 1-14.
Additional Publications
Looney, L., Perry, D., & Steck, A. (2017). Turning negatives into positives: The role of an instructional math course on preservice teachers’ math beliefs. Education, 138, 33-46.
Battle, A., & Looney, L. (2014). Teachers’ intentions to stay in teaching: The role of values and knowledge of adolescent development. Education, 134, 369-379.
Wentzel, K.R., Battle, A, Russell, S.L., & Looney, L. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35, 193-202.
Fives, H., & Looney, L. (2009). College instructors’ sense of teaching and collective efficacy. International Journal of Teaching and Learning in Higher Education, 20, 182-191.
Hoffman, C.D., Sweeney, D.P., Hodge, D., Lopez-Wagner, M.C., & Looney, L. (2009). Parenting stress and closeness: Mothers of typically developing children and mothers of children with autism. Focus on Autism and Other Developmental Disabilities, 24, 178-187.
Wentzel, K.R., Filisetti, L., & Looney, L. (2007). Adolescent prosocial behavior: The role of self-processes and contextual cues. Child Development, 78, 895-910.
Wentzel, K.R., & Looney, L. (2007). Socialization in school settings. In J. Grusec & P. Hastings (Eds.), Handbook of Socialization (pp. 382-403). Guilford Press.
Wong, E.H., Wiest, D.J., & Cusick, L.B. (2002). Perceptions of autonomy support, parent attachment, competence, and self-worth as predictors of motivational orientation and academic achievement: An examination of sixth- and ninth-grade regular education students. Adolescence, 37, 255-256.
Wiest, D.J., Wong, E.H., & Cusick, L.B. (1997). High school students’ perceptions of the school experience: A qualitative look. Issues in Teacher Education, 6, 40-54.