University of Vermont

The College of Arts and Sciences

Department of Psychological Science

Erin Shoulberg

Post-Doctoral Fellow

Erin Shoulberg

Erin Shoulberg
Post-Doctoral Fellow

Education
  • B.A. Grinnell College, 1997
  • M.A. University of Vermont, 2008
  • Ph.D. University of Vermont, 2012
  • C.V. (PDF)
  • Contact Information
    Email: erin.shoulberg@uvm.edu
    Phone:
    Room: 334

    Areas

    My research focuses on how children's and adolescents' peer relationships influence their academic, social, and psychological functioning. A central goal of my work is to better understand how the interplay of multiple contexts (e.g., social and academic; social and physiological) informs adjustment during childhood and adolescence. My current interests include:

    • examining how social status (e.g., popularity) and social status goals (e.g., valuing popularity) are linked with math engagement and achievement during the transition to adolescence.
    • investigating the social motivations and physiological profiles that place children and adolescents at-risk for the use of relational aggression (e.g., spreading hurtful rumors or threatening to end a friendship to motivate others' behaviors).
    • identifying social and psychological processes that underlie the association between externalizing behaviors and academic adjustment.

    Representative Publications

    • Shoulberg, E. K., Murray-Close, D., Luckner, A. E., Cullteron-Sen, C., & Crick, N. R. (under review - invited revision). Gender differences in the short-term longitudinal processes linking forms of aggression and academic effort in middle childhood.
    • Smith, A. L., Hoza, B., Linnea, K., McQuade, J. D., Tomb, M., Vaughn, A. J., Shoulberg, E. K., & Pierce, H. (in press). Pilot physical activity intervention improves ADHD symptoms in young children. Journal of Attention Disorders.
    • Shoulberg, E. K., Sijtsema, J. J., Murray-Close, D. (2011). The association between valuing popularity and relational aggression: The moderating effects of actual popularity and physiological reactivity to exclusion. Journal of Experimental Child Psychology, 110, 20-37.
    • Sijtsema, J. J., Shoulberg, E. K., Murray-Close, D. (2011). Physiological reactivity and different forms of aggression in girls: Moderating roles of peer rejection and rejection sensitivity. Biological Psychology, 86, 181-192.
    • Bouchey, H. A., Shoulberg, E. K , Jodl, K. M., & Eccles, J. S. (2010). Longitudinal links between older sibling features and younger siblings' academic adjustment during early adolescence. Journal of Educational Psychology, 102, 197-211.

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