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researcher profile: research gate
In learning contexts, such as the classroom, students’ cognitive abilities interact with emotions, such as anxiety. My research seeks to characterise these relationships between learning, cognition, anxiety. To do this, I integrate educational, cognitive, and developmental psychology, and use a variety of analytical methods to examine processes that contribute to learning and development.
My work examines the relationships between students’ abilities, their anxiety, and feedback during learning. We explore these relationships in math and spelling domains. The research will increase understanding of how to develop learning practices to both reduce anxiety and improve educational outcomes.
My earlier work on mathematics anxiety explores relationships between students’ cognitive abilities and mathematics anxiety, as experienced in the classroom, and their implications for math problem solving skills. This research has shown the interaction patterns between cognition and anxiety, their mutual influences across time, and their implications for mathematical problem solving.
I also examine anxiety-cognition relationships in developmental and classroom contexts, with the Cognitive and Neuropsychological Development Lab, and in the context of higher education with the Educational Technology Research Group.
Trezise, K., & Reeve, R. A. (2016). Worry and working memory influence each other iteratively over time. Cognition and Emotion, 30(2), 353-368.
Trezise, K., & Reeve, R. A. (2014). Working memory, worry, and algebraic ability. Journal of experimental child psychology, 121, 120-136.
Trezise, K., & Reeve, R. A. (2014). Cognition-emotion interactions: patterns of change and implications for math problem solving. Frontiers in psychology, 5, 840.