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Steven R. Asher CV

Professor of Psychology & Neuroscience
Psychology & Neuroscience
Box 90086, Durham, NC 27708-0086
321 Reuben-Cooke, Duke University, Durham, NC 27708
CV

Overview


My graduate training was in developmental psychology and social psychology with a focus in both subfields on theoretical issues, research design, and measurement strategies. I also minored in educational psychology and sociology. During my graduate training and as a faculty member I have sought out opportunities to design research and service efforts in the schools. Together, these training opportunities and experiences contributed to my long-term research interests that center on social development in childhood, early adolescence, and the college years, with a focus on the conceptualization and assessment of social competence in peer relationships and the effects of peer experiences on well-being. My research methods have included observations of children in both naturalistic and analog/experimentally contrived settings, and have employed cross-sectional, longitudinal, and experimental designs in our studies of social development. The great majority of my published research is with doctoral students who made major contributions to the research and who have developed their own important research programs as faculty members and in university research positions.

Current Appointments & Affiliations


Professor of Psychology & Neuroscience · 2006 - Present Psychology & Neuroscience, Trinity College of Arts & Sciences

In the News


Published April 18, 2024
Seven Faculty Elected Fellows of AAAS
Published December 16, 2015
Why Do Chronically Lonely Teens Stay Lonely?

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Recent Publications


A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention

Journal Article AERA Open · January 1, 2024 This manuscript describes our effort to apply a novel approach to understanding student outcomes associated with a schoolwide antiracist intervention. We report a multimethod quantitative approach to evaluate a 10-week antiracist intervention designed and ... Full text Cite

Social relationship provisions and loneliness in school: Child- and classroom-level effects.

Journal Article Journal of school psychology · August 2023 Building on social needs theory (Weiss, 1974), this study introduces the construct of classroom provision richness and examines the association between the exchange of social provisions among children in classrooms and children's feelings of loneliness in ... Full text Cite

Correction to: The Student Resilience and Well-Being Project: Opportunities, Challenges, and Lessons Learned (International Journal of Community Well-Being, (2021), 4, 4, (669-690), 10.1007/s42413-021-00138-2)

Journal Article International Journal of Community Well-Being · December 1, 2021 In this article The Student Resilience and Well-Being Project Research Group3 members are (in alphabetical order by institution and last name) Lauren A. Stutts (Department of Health and Human Values, Davidson College); Steven R. Asher, Rick H. Hoyle, Mark ... Full text Cite
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Recent Grants


Student Resilience

ResearchCo-Principal Investigator · Awarded by Duke Endowment · 2013 - 2016

Evaluation Research Study in the Area of Aggression & Interpersonal Youth Violence

ResearchCo-Principal Investigator · Awarded by Centers for Disease Control and Prevention · 1999 - 2006

School and Community Based Violence Prevention Program for Middle School Students

ResearchCo-Principal Investigator · Awarded by Centers for Disease Control · 1999 - 2003

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Education, Training & Certifications


University of Wisconsin, Madison · 1972 Ph.D.
University of Wisconsin, Madison · 1968 M.A.
Rutgers University · 1966 B.A.

External Links


CV