Katie E. Snyder

Visiting Associate Professor of Psychology






  • Ph.D. in Developmental Psychology (Duke University)
  • M.A. in Developmental Psychology (Duke University)
  • B.A. in Psychology (North Carolina State University


Select Publications (*student co-author)

  • Frazier-Goatley, L. T., Adelson, J. L., & Snyder, K. E. (2022). Using a multi-systems approach: Early intervention, changing mindsets, learning opportunities, and meaningful data. Gifted Child Quarterly, 66(2), 116-118. https://doi.org/0.1177/00169862211038610
  • Snyder, K. E., Makel, M. C., Adelson, J. L., Crawford, B. F.*, & Barger, M. M. (2021). Concordance and discordance in implicit beliefs about intelligence and giftedness. Learning & Individual Differences, 86. https://doi.org/10.1016/j.lindif.2021.101971
  • Snyder, K. E., Carrig, M. M., & Linnenbrink-Garcia, L. (2021). Developmental pathways in underachievement. Applied Developmental Science, 25(2), 114-132. https://doi:10.1080/10888691.2018.1543028
  • Snyder, K. E., Fong, C. J., Painter, J. K.*, Pittard, C. M.*, Barr, S. M.*, & Patall, E. A. (2019). Interventions for academically underachieving students: A systematic review and meta-analysis. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100294
  • Barr, S. M.*, Snyder, K. E., Adelson, J. L., & Budge, S. L. (2021). Posttraumatic stress in the trans community: The roles of anti-transgender bias, non-affirmation, and internalized transphobia. Psychology of Sexual Orientation and Gender Diversity. https://doi.org/10.1037/sgd0000500
  • Linnenbrink-Garcia, L. Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., & Hill, N. (2018). Multiple pathways to success: An examination of integrative motivational profiles among college and upper elementary students. Journal of Educational Psychology, 110, 1026-1048. https://doi:10.1037/edu0000245
  • Snyder, K. E., Barr, S. M.*, Honken, N. B., Pittard, C. M.*, & Ralston, P. (2018). Navigating the first semester: An exploration of short-term changes in motivational beliefs among engineering undergraduates. Journal of Engineering Education, 107, 11-29. https://doi:10.1002/jee.20187
  • Rudasill, K. M., Snyder, K. E., Levinson, H.*, & Adelson, J. L. (2017). Systems View of School Climate: A theoretical framework for research. Educational Psychology Review, 30, 1-26. https://doi: 10.1007/s10648-017-9401-y
  • Snyder, K. E., & Adelson, J. L. (2017). The development and validation of the Perceived Academic Underachievement Scale. The Journal of Experimental Education, 85, 614-628. https://doi:10.1080/00220973.2016.1268087
  • Makel, M., Snyder, K. E., Thomas, C., Malone, P. S., & Putallaz, M. (2015). Gifted students’ implicit beliefs about intelligence and giftedness. Gifted Child Quarterly, 59, 203-212. https://doi:10.1177/0016986215599057
  • Snyder, K. E., Malin, J. L., Dent, A. L., & Linnenbrink-Garcia, L. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106, 230-241. https://doi: 10.1037/a0034553
    • [2015 Path Breaker Award for AERA ROGCT SIG]
  • Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48, 209-228. https://doi:10.1080/00461520.2013.835597


Professional Affiliations