Our research spans and integrates several basic domains. First, we focus on improving the social aspects of classrooms and schools. The bulk of our research in this area focuses on trying to improve teacher-student relationships either via (a) leveraging similarity and showing teachers and students what they have in common or (b) by improving teachers and/or students capacities to take the perspective of the other party. Second, several papers make an effort to improve survey design processes and practices in social science research. Third, we are trying to enhance the efficacy of environmental education and sustainability practices more generally. However, this is our newest area of research and thus the least developed strand. Finally, we place tremendous value on translational work that speaks directly to practitioners.
Available Working Papers
Gehlbach, H., Robinson, C. D., & Vriesema, C. C. (working paper, 2018). Leveraging cognitive consistency to nudge conservative climate change beliefs.
Gehlbach, H., & Vriesema, C. C. (working paper, 2018). Meta-bias: A practical theory of motivated thinking for educators.
Mascio, B.*, McIntyre, J.*, & Gehlbach, H. † (manuscript under review). Social perspective taking: A professional development induction to improve teacher-student relationships and student learning.
Brinkworth, M. E., McIntyre, J., Juraschek, A. D., & Gehlbach, H.† (2018). Teacher-student relationships: The positives and negatives of assessing both perspectives. Journal of Applied Developmental Psychology, 55, 24-38. doi:http://dx.doi.org/10.1016/j.appdev.2017.09.002
Gehlbach, H., Brinkworth, M. E.*, King, A. M.*, Hsu, L. M.*, McIntyre, J.*, & Rogers, T. (2016). Creating Birds of Similar Feathers: Leveraging Similarity to Improve Teacher–Student Relationships and Academic Achievement. Journal of Educational Psychology. doi:dx.doi.org/10.1037/edu0000042
Gehlbach, H., & Robinson, C.* (2016). Commentary: The foundational role of teacher-student relationships. In K. R. Wentzel & G. Ramani (Eds.), Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes (pp. 230-238). United Kingdom: Informa.
Brinkworth, M. E.*, & Gehlbach, H. † (2015). Perceptual barriers to teacher-student relationships: Overcoming them now and in the future. In C. Rubie-Davies & J. M. Stephens (Eds.), The Social Psychology of the Classroom International Handbook.
Gehlbach, H., Brinkworth, M. E.*, & Harris, A. D. (2012). Changes in teacher-student relationships. British Journal of Educational Psychology, 82, 690-704. doi: 10.1111/j.2044-8279.2011.02058.x
Gehlbach, H. (2010). The social side of school: Why teachers need social psychology. Educational Psychology Review, 22(3), 349-362. doi: 10.1007/s10648-010-9138-3
Viola, J.*, McIntyre, J.*, & Gehlbach, H. † (in press). Teachers’ interest in students’ personal development: The creation of a new survey scale. SAGE Research Methods Cases.
Social Perspective Taking
Gehlbach, H., Marietta, G.*, King, A.*, Karutz, C., Bailenson, J. N., & Dede, C. (2015). Many ways to walk a mile in another’s moccasins: Type of social perspective taking and its effect on negotiation outcomes. Computers in Human Behavior, 52, 523–532. doi: 10.1016/j.chb.2014.12.035
Gehlbach, H., & Brinkworth, M. E.* (2012). The social perspective taking process: Strategies and sources of evidence in taking another’s perspective. Teachers College Record, 114(1), 226-254.
(Video feature: http://www.tcrecord.org/content.asp?contentid=16215)
Gehlbach, H., Brinkworth, M. E.*, & Wang, M.-T.* (2012). The social perspective taking process: What motivates individuals to take another’s perspective? Teachers College Record, 114(1), 197-225.
(Video feature: http://www.tcrecord.org/content.asp?contentid=16215)
Gehlbach, H., Young, L. V.*, & Roan, L. (2012). Teaching social perspective taking: How educators might learn from the Army. Educational Psychology, 32(3), 295-309. doi: 10.1080/01443410.2011.652807
Gehlbach, H., Brown, S. W., Ioannou, A., Boyer, M. A., Hudson, N., Niv-Solomon, A., et al. (2008). Increasing interest in social studies: Social perspective taking and self-efficacy in stimulating simulations. Contemporary Educational Psychology, 33(4), 894-914. doi: 10.1016/j.cedpsych.2007.11.002
Gehlbach, H., & Brinkworth, M. E.* (2008). Motivated thinkers and the mistakes they make: The goals underlying social cognitions and their consequences for achievement. In M. L. Maehr, S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement: Social psychological perspectives. (Vol. 15, pp. 119-144). Bingley, UK: Emerald.
Gehlbach, H. (2004). A new perspective on perspective taking: A multidimensional approach to conceptualizing an aptitude. Educational Psychology Review, 16(3), 207-234. doi: 10.1023/b:edpr.0000034021.12899.11
Gehlbach, H. (2004). Social perspective taking: A facilitating aptitude for conflict resolution, historical empathy, and social studies achievement. Theory and Research in Social Education, 32(1), 39-55.
Gehlbach, H., & Robinson, C. D. (2018). Mitigating illusory results through preregistration in education. Journal of Research on Educational Effectiveness, 11(2), 296-315. doi:10.1080/19345747.2017.1387950
Gehlbach, H., & Artino, A. R. (2018). The survey checklist (manifesto). Academic Medicine: Journal Of The Association Of American Medical Colleges, 93(3), 360-366. doi:10.1097/ACM.0000000000002083
Gehlbach, H., Robinson, C. D.*, Finefter, I., Benshoof, C., & Schneider, J. (online, 2017). Questionnaires as interventions: Can taking a survey increase teachers’ openness to student feedback surveys? Educational Psychology. doi:10.1080/01443410.2017.1349876
Bahena, S.*, Schueler, B.*, McIntyre, J.*, & Gehlbach, H. † (2016). Assessing parent perceptions of school fit: The development of a survey scale. Applied Developmental Science, 20(2), 121-134. doi:10.1080/10888691.2015.1085308
Gehlbach, H. (2015). Seven survey sins. The Journal of Early Adolescence, 35, 883-897. doi:10.1177/0272431615578276
Schueler, B. E.*, Capotosto, L.*, Bahena, S.*, McIntyre, J.*, & Gehlbach, H. † (2014). Measuring parent perceptions of school climate. Psychological Assessment, 26(1), 314-320. doi: 10.1037/a0034830 and 10.1037/a0034830.supp (Supplemental)
Artino, A. R., Jr., La Rochelle, J. S., DeZee, K. J., & Gehlbach, H. † (2014). AMEE Guide No 87: Developing questionnaires for educational research. Medical Teacher. doi: 10.3109/0142159X.2014.889814.
Gehlbach, H., & Barge, S.* (2012). Anchoring and adjusting in questionnaire responses. Basic and Applied Social Psychology, 34(5), 417-433. doi: 10.1080/01973533.2012.711691
Artino, A. R., Jr., & Gehlbach, H. (2012). AM last page: Avoiding four visual-design pitfalls in survey development. Academic Medicine: Journal Of The Association Of American Medical Colleges, 87(10), 1452.
Barge, S.*, & Gehlbach, H. † (2012). Using the theory of satisficing to evaluate the quality of survey data. Research in Higher Education, 53(2), 182-200. doi: 10.1007/s11162-011-9251-2.
Gehlbach, H., & Brinkworth, M. E.* (2011). Measure twice, cut down error: A process for enhancing the validity of survey scales. Review of General Psychology, 15(4), 380-387. doi: 10.1037/a0025704
Artino, A. R., Jr., Gehlbach, H., & Durning, S. J. (2011). AM Last Page: Avoiding Five Common Pitfalls of Survey Design. Academic Medicine: Journal Of The Association Of American Medical Colleges, 86(10), 1327-1327.
Gehlbach, H., Artino, A. R., Jr., & Durning, S. (2010). AM last page: Survey development guidance for medical education researchers. Academic Medicine: Journal Of The Association Of American Medical Colleges, 85(5), 925-925.
Sustainability & Environmental Education
Other Areas of Interest
Page, L. C., & Gehlbach, H. (2017). How an artificially intelligent virtual assistant helps students navigate the road to college. AERA Open, 3(4), 1-12. doi:DOI: 10.1177/2332858417749220
Schneider, J., White, R. A., Jacobsen, R. J., & Gehlbach, H. (in press). The (mis)measure of schools: How data affect stakeholder knowledge and perceptions of quality. Teacher's College Record.
Gehlbach, H. (2006). How changes in students' goal orientations relate to outcomes in social studies. The Journal of Educational Research, 99(6), 358-370. doi: 10.3200/joer.99.6.358-370
Stephens, J., & Gehlbach, H. (2007). Under pressure and under-engaged: Motivational profiles and academic cheating in high school. In E. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating. Boston: Elsevier Academic Press.
Gehlbach, H. (2017). Learning to walk in another’s shoes. Phi Delta Kappan, 98(6), 8-12.
Gehlbach, H. (2011). Making social studies social: Engaging students through different forms of social perspective taking. Theory Into Practice, 50(4), 311-318. doi: 10.1080/00405841.2011.607394
Gehlbach, H., & Roeser, R. W. (2002). The middle way to motivating middle school students: Avoiding false dichotomies. Middle School Journal, 33(3), 39-46.