Colleen Ganley

The overarching goal of Colleen Ganley's research is to better understand factors that contribute to students’ mathematical learning and science, technology, engineering and mathematics (STEM) career interests. She is particularly interested in the early development of math anxiety as well as other math attitudes, spatial skills, working memory, gender differences in math, and the role of parents and teachers in children’s math attitudes and learning. In her work, she develops new measures, collects and analyzes longitudinal data, and uses advanced statistical techniques. Most of Ganley's research has been descriptive or exploratory, aimed at informing interventions to help children learn math. More recently, the lab has begun to develop and test an intervention for decreasing math anxiety in children.

Barroso, C., Ganley, C. M., Schoen, R. C., & Schatschneider, C. (2023). Between a growth and a fixed mindset: Examining nuances in 3rd-grade students' mathematics intelligence mindsets. Contemporary Educational Psychology, 73, 102179. Conlon, R. A., Barroso, C., & Ganley, C. M. (2023). Young children's career aspirations: gender differences, STEM ambitions, and expected skill use. The Career Development Quarterly, 71(1), 15-29.