Research Interests
Throughout my career I have conducted and collaborated on a number of studies, employing experimental, physiological, and diary methods, which all address the interpersonal process of social support. What type of support is most effective (responsive support), and does this depend on the context in which it is provided (yes)? Who is best equipped to provide highly responsive support (people with resources)? Are these processes moderated by individual differences, like sex, gender roles, or attachment style (of course)? I am currently developing a program of research using an evolutionary psychology approach to examine if, why, and how we might be able to identify and choose highly supportive partners. The first in a series of planned studies, my dissertation employed a face perception paradigm to study (a) if people can reliably and accurately identify caring individuals from the face alone (reliable, yes, but accurate? kind of), and (b) if these perceptions predict interpersonal attraction (sure do!).
I am also nurturing an active interest in conducting Scholarship of Teaching and Learning research, particularly on teacher, classroom, and assignment factors that affect student intrinsic motivation for discovery. Current work examines various perspectives on introducing difficult material in the classroom.
I am also nurturing an active interest in conducting Scholarship of Teaching and Learning research, particularly on teacher, classroom, and assignment factors that affect student intrinsic motivation for discovery. Current work examines various perspectives on introducing difficult material in the classroom.
Recent Publications
Jaremka, L. M., Ackerman, J. M., Gawronski, B., Rule, N. O., Sweeny, K., Tropp, L. R., Metz, M. A., Molina, L., Ryan, W. S., & Vick, S. B. (2020). Common academic experiences no one talks about: Repeated rejection, imposter syndrome, and burnout. Perspectives on Psychological Science, 3(15), 519-543. https://doi.org/10.1177/1745691619898848 https://www.researchgate.net/publication/336408985_Common_Academic_Experiences_No_One_Talks_About_Repeated_Rejection_Impostor_Syndrome_and_Burnout/stats (31k reads as of 24 Jun 2020)
Metz, M. A. (2018). Writing for Comprehension, Communication, and Community: Blogging in the Advanced Psychology Classroom. In T.L. Kuther (Ed.), Integrating Writing into the College Classroom: Practical Strategies for Promoting Student Skills. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/integratingwriting
Lloyd, E. P., Walker, R. J., Metz, M. A., & Diekman, A. B. (2018). Comparing Review Strategies in the Classroom: The Effect of Testing versus Generating Questions on Exam Performance and Student Perceptions. Teaching of Psychology, 45(2), 115-123. https://doi.org/10.1177/0098628318762871
*Manvelian, A. & Metz, M. A. (2016). A life history theoretical perspective on mate selection. Psi Chi Journal of Undergraduate Research, 21(1), 35-45.
Collins, N. L., Kane, H. S., Metz, M. A., Cleveland, C., Khan, C., Winczewski, L., Bowen, J., & Prok, T. (2014). Psychological, physiological, and behavioral responses to a partner in need: The role of compassionate love. Journal of Social and Personal Relationships, 31, 601-629. https://doi.org/10.1177/0265407514529069
Klein, S. B., Altiyazar, V., & Metz, M. A. (2013). Facets of self in schizophrenia: The reliability and accuracy of trait-self-knowledge. Clinical Psychological Science, 1, 276-289. https://doi.org/10.1177/2167702612474263
Metz, M. A. (2018). Writing for Comprehension, Communication, and Community: Blogging in the Advanced Psychology Classroom. In T.L. Kuther (Ed.), Integrating Writing into the College Classroom: Practical Strategies for Promoting Student Skills. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/integratingwriting
Lloyd, E. P., Walker, R. J., Metz, M. A., & Diekman, A. B. (2018). Comparing Review Strategies in the Classroom: The Effect of Testing versus Generating Questions on Exam Performance and Student Perceptions. Teaching of Psychology, 45(2), 115-123. https://doi.org/10.1177/0098628318762871
*Manvelian, A. & Metz, M. A. (2016). A life history theoretical perspective on mate selection. Psi Chi Journal of Undergraduate Research, 21(1), 35-45.
Collins, N. L., Kane, H. S., Metz, M. A., Cleveland, C., Khan, C., Winczewski, L., Bowen, J., & Prok, T. (2014). Psychological, physiological, and behavioral responses to a partner in need: The role of compassionate love. Journal of Social and Personal Relationships, 31, 601-629. https://doi.org/10.1177/0265407514529069
Klein, S. B., Altiyazar, V., & Metz, M. A. (2013). Facets of self in schizophrenia: The reliability and accuracy of trait-self-knowledge. Clinical Psychological Science, 1, 276-289. https://doi.org/10.1177/2167702612474263
Research Awards and Grants
Spring 2014 - Humanities and Social Sciences Research Grant, Graduate Division, University of California, Santa Barbara
Fall 2013 - Psi Chi Graduate Research Grant
Fall 2013 - Psi Chi Undergraduate Research Grant, collaboration with Honors Student
2011 - National Science Foundation Graduate Research Fellowship Program, Honorable Mention
2010 - National Science Foundation Graduate Research Fellowship Program, Honorable Mention
2009 - National Science Foundation Graduate Research Fellowship Program, Honorable Mention
Fall 2013 - Psi Chi Graduate Research Grant
Fall 2013 - Psi Chi Undergraduate Research Grant, collaboration with Honors Student
2011 - National Science Foundation Graduate Research Fellowship Program, Honorable Mention
2010 - National Science Foundation Graduate Research Fellowship Program, Honorable Mention
2009 - National Science Foundation Graduate Research Fellowship Program, Honorable Mention