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Graduate Students

Emily Greenwood

Emily Hangen

Graduate Student
Entry Year: 2013-2014
Faculty Mentor(s): Andrew Elliot, Jeremy Jamieson

455 Meliora Hall
(585) 275-0754
Fax: (585) 273-1100
emily.hangen@rochester.edu

Website


Research Overview

The main focus of Emily Hangen's research is on how social influences affect motivation and performance. Specifically, she examines how approach and avoidance motivation is affected by competition, stereotypes, and the adoption of performance goals (goals where a person is focused on comparing him/herself to others). Her work is grounded in achievement goal theory and the biopsychosocial model of challenge and threat. The aim of her work is to optimize student motivation by offering empirically-grounded insights for motivational interventions.

Selected Publications

Conference Presentations [* denotes mentored student]

  • *Weissman, D. L., Hangen, E. J., Thorstenson, C. A., & Elliot, A. J. (2018). Competition and performance goals: The moderating effect of perceived competence. Poster presented at the 19th annual Society for Personality and Social Psychology meeting. Atlanta, GA.
  • Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2017). The effects of beliefs about approach and avoidance on the quality and predictive utility of performance goals. Accepted symposium talk. Social Psychologists Around Western New York Conference 2017. Rochester, NY.
  • Hangen, E. J. (2017). Gender differences in students' sex-specific social comparisons and goal adoption for STEM and Non-STEM majors. Accepted paper. Teaching-As-Research Annual Conference. Cornell, NY.
  • Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2017). The impact of respondents' approach and avoidance beliefs on performance goals self-reports. Accepted paper. American Education Research Association Annual Meeting 2017. San Antonio, TX.
  • *Weissman, D., Hangen, E. J., Thorstenson, C., & Elliot, A. J. (2017). The influence of perceived competence on performance goal adoption. Poster presented at the Social Psychologists Around Western New York Conference 2017. Rochester, NY.
  • Hangen, E. J. (2017). Freshman motivation: Change in achievement goals during the transition to college. Poster presented at Teaching-As-Research Day 2017. Rochester, NY.
  • Greenwood, E. J., & Elliot, A. J. (2016). The same or different? How lay beliefs about approach and avoidance explain the association between performance achievement goals. Poster presentation at the Society of Personality and Social Psychology 17th Annual Meeting, San Diego, CA. 
  • Greenwood, E. J., & Elliot, A. J. (2016). Same goal or two different goals? Investigating the unexplained positive association among performance goals. Poster presentation at the American Educational Research Association 100th Annual Meeting. Washington, D.C.
  • *Calarco, K., Greenwood, E. J., Peters, B., & Elliot, A. J. (2016). Writing about people who are unconditionally-accepting or conditionally-accepting of oneself: Linguistic analysis of differences between attachment styles. Poster presented at the Social Psychologists Around Western New York Conference 2016. Syracuse, New York.
  • *Grella, E., *Guo, Y., & Greenwood, E. J. (2016). Different associations with preference for consistency and various personality traits. Poster presented at the Social Psychologists Around Western New York Conference 2016. Syracuse, New York.
  • *O’Donnell, A., & Greenwood, E. J. (2016). Associations between mindfulness, private self-conscientious and need for cognition. Poster presented at the Social Psychologists Around Western New York Conference 2016. Syracuse, New York.
  • *Sherwood, M., *Yidi, M., Greenwood, E. J. & Elliot, A. J. (2016). Self-esteem, contingent self-esteem and achievement goals: Different associative patterns between general and conditional self-esteem on goal adoption. Poster presented at the Social Psychologists Around Western New York Conference 2016. Syracuse, New York.
  • Greenwood, E., Jamieson, J., & Elliot, A. (2015). Competition and risk-taking behavior: The differential effects of competition on physiological reactivity. Poster presented at Society of Personality and Social Psychology 2015. Long Beach, CA.
  • Greenwood, E. (2014). Competition and Performance: Motivational Orientations and Physiological Responses. Accepted symposium talk. Social Psychologists Around Western New York Conference 2014. New York.
  • Park, D., Greenwood, E., Ramirez, G., Gunderson, E., Levine, S., & Beilock, S. (2013). Students who believe in the malleability of intelligence show a pronounced negative relation between anxiety and performance. Poster presentation at Cognitive Development Society VIII Biennial Meeting. Memphis, TN.
  • Greenwood, E., Park, D., & Beilock, S. (May 2013). Students who believe intelligence can change: More likely to "choke under pressure". Invited oral presentation at University of Chicago Undergraduate Research Symposium 2013. Chicago, IL.
  • Greenwood, E., Park, D., & Beilock, S. (May 2014). Incremental theorists: Resilient to anxiety but more susceptible to choking. Midwestern Psychological Association Conference, Psi Chi division, 2013. Chicago, IL.
  • Greenwood, E., Richey, L., Zepeda, C., Bernacki, M., Belenky, D., & Nokes-Malach, T. (July 2012). Science diaries writing intervention: Examining motivation and performance in science. Pittsburgh Science of Learning Center 2012 Summer Internship poster session, Pittsburgh, PA.

Publications/Manuscripts

  • Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (under review). Highlighting the difference between approach and avoidance motivation enhances the predictive validity of performance-avoidance goal reports.
  • Oveis, C., Gu, Y., Ocampo, J. M., Hangen, E. J., & Jamieson, J. P. (under review). Emotion regulation contagion: Stress reappraisal promotes challenge responses in teammates.
  • Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (in press). Stress reappraisal during a mathematics competition: Testing effects on cardiovascular approach-oriented states and exploring the moderating role of gender. Anxiety, Stress, & Coping.
  • Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2018). Lay conceptions of norm-based approach and avoidance motivation: Implications for the performance-approach and performance-avoidance goal relation. Journal of Personality. Advance online publication. doi: 10.1111/jopy.12429
  • Chen, C., Shengquan, Y., & Hangen, E. J. (2018). Predicting achievement goals in the east and west: The role of grit among American and Chinese university students. Educational Psychology, 38(6), 820-837. doi: 10.1080/01443410.2018.1458975
  • Jamieson, J. P., Hangen, E. J., Lee, H. Y., & Yeager, D. S. (2018). Author Reply: Arousal reappraisal as an affect regulation strategy. Emotion Review 10(1), 74-76. doi: 10.1177/1754073917724878
  • Jamieson, J. P., Hangen, E. J., Lee, H. Y., & Yeager, D. S. (2017). Capitalizing on appraisal processes to improve affective responses to social stress. Emotion Review.
  • Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2016). The opposing processes model of competition: Elucidating the effects of competition on risk-taking. Motivation Science, 2(3), 157-170.
  • Hangen, E. J., & Elliot, A. J. (2016). Achievement Motives. In V. Zeigler-Hill & T. K. Shackleford (Eds.) Encyclopedia of Personality and Individual Differences
  • Jamieson, J. P., Peters, B. J., Greenwood, E. J. & Altose, A.  (2016). Reappraising stress arousal improves performance and reduces evaluation anxiety in classroom exam situations. Social Psychological and Personality Science.
  • Greenwood, E. J., Korn, R. M., & Elliot, A. J. (2015). Achievement and the self: Approach and avoidance as self-growth and self-protection. In Guay, F., McInerney, D.M., Craven, R., & Marsh, H.W. (Eds.), Self-concept, motivation and identity: Underpinning success with research and practice (5th ed.).

Teaching

  • Advance Teaching Certificate, 2018
  • Independent Course Instructor: Winning: The Psychology of Competition, 2018 (self-designed pre-college course)
  • Independent Course Instructor: Social Psychology and Individual Differences, 2018 (Instructor ratings 5.0/5.0)
  • Independent Course Instructor: Social Psychology and Individual Differences, 2016 (Instructor ratings 5.0/5.0)
  • Guest Lecturer: Behavioral Medicine, 2018 (Lecture on stress and arousal reappraisal)
  • Teaching Assistant: Introduction to Psychology, 2018
  • Teaching Assistant: Social Psychology and Individual Differences, 2015
  • Teaching Assistant: Social Psychology and Individual Differences, 2014

Honors

  • Teaching-as-Research Fellow, 2016-2017
  • University of Rochester GSA student travel award, 2016
  • National Science Foundation Graduate Research Fellow, 2015-2018
  • Society of Personality and Social Psychology (SPSP) Student Poster Award winner, 2015
  • Robert L. and Mary L. Sproull University Fellowship, 2013
  • Merit Scholarship, University of Chicago, 2009-2013
  • Earl R. Franklin Fellowship Honorable Mention, 2012
  • Dean's List, University of Chicago, 2009-2013
  • Social Science Sterling Scholar Finalist, Utah, 2009
  • Energy Solutions Foundation Scholarship, 2007

Additional Information

  • M.A.--University of Rochester, 2016         
  • B.A.-- University of Chicago, 2013
  • Valedictorian, Payson High School, 2009