Peggy P. Chen

Picture of Peggy P. Chen

Associate Professor of Educational Psychology

B.A. in Psychology, Purdue University, 1991
M.S. in Educational Psychology, Purdue University, 1994
Ph.D. in Educational Psychology, the Graduate Center, CUNY, 2002


Dr. Chen teaches at Hunter and the Graduate Center. She has been teaching a number of undergraduate, master’s-level, and doctoral-level courses in educational psychology, history and systems of psychology, classroom assessment, program evaluation, and research methodology.


Dr. Chen conducts research with learners and teachers. She has been examining various processes involved in self-regulated learning (SRL), particularly students’ metacognitive monitoring and strategy uses while engaged in academic tasks. Most of her research in students’ SRL has been in the content of math. She also has been studying the dimensions of teachers’ classroom assessment practices and their beliefs about providing their students with quality feedback and grading. Connecting these areas of research allows Dr. Chen to study the extent to which formative teacher feedback reinforces student SRL.


Chen, P. P., & Bemebnutty, H (2018). Calibration of performance and academic delay of gratification: Individual differences in self-regulated learning. Handbook of Self-Regulation of Learning and Performance (2nd ed.). In D. H. Schunk & J. A. Greene (eds.). New York, NY: Routledge.

Chen, P. P. & Bonner, S. M. (2017). Teachers’ beliefs about grading practices and a constructivist approach to teaching. Educational Assessment, 22 (1), 18-34.

DiGiacomo, G, Chen, P. P (2016). Enhancing self-regulatory skills through an intervention embedded in a middle school. Psychology in the Schools, 53 (6), 601-616. doi: 10.1002/pits.21929

Chen, P. P., Cleary, T. J., & Lui, A. (2015). Examining parents’ ratings of middle-school students’ academic self-regulation using principal axis factoring analysis. School Psychology Quarterly, 30 (3), 385-397.

Chen, P. P., & Rossi, P. D. (2013). Utilizing calibration accuracy information with adolescents to improve academic learning and performance. Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. (pp. 263-297). H. Bembenutty, T. J. Cleary, & A. Kitsantas (eds.). Charlotte, NC: Information Age Publishing.


2018-2020 Co-Principal Investigator, Integrating Formative Assessment of Computational Thinking with Self-regulated Learning, National Science Foundations DRK12 Grant $449,642. Principal Investigator: S. Bonner.