Peggy P. Chen
Associate Professor of Educational Psychology
- B.A. in Psychology, Purdue University
- M.S. in Educational Psychology, Purdue University
- Ph.D. in Educational Psychology, the Graduate Center, CUNY
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., & Bonner, S. M. (2021). Conceptualizing and using classroom assessment to support students’ learning and self-regulation. In S. L. Nichols & D. Varier (Eds.), Theory to Practice: Educational Psychology for Teachers and Teaching (volume 1) Teaching on Assessment (pp. 83-106). Sponsored by AERA’s Teaching Educational Psychology Special Interest Group, Charlotte, NC: Information Age Publishing.
- Bonner, S. M., Chen, P. P., Jones, K., & Milonovich (2021). Formative assessment of computational thinking: Cognitive and metacognitive processes. Applied Measurement in Education, 34(1), 27-54. https://doi.org/10.1080/08957347.2020.1835912
- Chen, P. P., & Bonner, S. M. (2020). A framework of classroom assessment for learning and self-regulation. Assessment in Education: Principles, Policy & Practice, 27(4), 373-393. https://doi.org/10.1080/0969594X.2019.1619515
- Bonner, S. M., & Chen, P. P. (2019). The Composition of grades: Achievement and other factors. In T. R. Guskey & S. M. Brookhart (Eds.), What do we know about grading? (pp. 57-83). Alexandria, VA: ASCD.
- Bonner, S. M. & Chen, P. P. (2019). Systematic classroom assessment: An approach for learning and self-regulation (1st edition). New York, NY: Routledge Press.
- 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.
2023 to 2026
Co-Principal Investigator, “Supporting STEM Student Retention through Development of a Sense of Belonging and Self-Regulated Learning Strategies,” National Science Foundations, IUSE, $300,000 (#2235705). Principal Investigator: Beth Wittig, City College, CUNY.
2018 to 2020
Co-Principal Investigator, “Integrating Formative Assessment of Computational Thinking with Self-Regulated Learning,” National Science Foundations, DRK12, $449,642 (#1813575). Principal Investigator: Sarah Bonner.
2015 to 2016
Principal Investigator, “Examining Preservice and Inservice Teachers’ Beliefs about Feedback and their Knowledge of Providing Effective Feedback,” PSC-CUNY Enhanced Research Grant, $12,000.