Stephanie is a researcher with a background in developmental and educational psychology. Prior to joining CCL, she was an assistant professor in the Curry School of Education at the University of Virginia. She is also a Mindset Scholars Network fellow, youth coach, and mentor. Her work has focused primarily on helping students navigate key life transitions and identifying contextual barriers to students’ success at the classroom, institutional, and policy levels. Most recently, Stephanie has partnered with educators to support students over the transition from high school to postsecondary settings and the workplace.
Stephanie enjoys using advanced statistical methods to help clients solve real-world problems. She has been involved in assessing social influences through network analysis, documenting heterogeneity through person-oriented approaches, tailoring interventions through improvement science and randomized controlled trials, and evaluating motivation through pragmatic measurement. Stephanie also enjoys working hands-on with clients to help them identify and achieve their long-term goals.
Stephanie’s primary focus is on incorporating network analysis into new and existing leadership development efforts. She provides research support for various internal and external projects involving network analysis, with the goal of helping leaders understand how formal and informal relationships in the workplace contribute to their organization’s growth. She is particularly interested in how workplace relationships can support or undermine motivation and organizational trust, and identifying strategies to create robust networks.
Areas of Expertise
Motivation and Affect, Network Analysis, Social Relationships, Developmental Systems, Social-Psychological Interventions, Education and Work Transitions, Postsecondary Success
Ph.D. in Educational Psychology and Educational Technology from Michigan State University
M.A. in Developmental Psychology from Duke University
B.A. in Psychology from Reed College
Stephanie is a member of the American Educational Research Association (AERA), Society for Research on Adolescence (SRA), and American Psychological Association (APA). She is also a contributing editor for Child Development.
Select External Publications
- Wormington, S. V., Francis, M. K., & Hulleman, C. S. (2019). The costs of online learning: Examining differences in motivation and academic outcomes in online and face-to-face community college developmental mathematics courses. Frontiers in Psychology.
- Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T. Ben-Eliyahu, A., & Hill, N. E. (2018). Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology.
- Wormington, S. V. & Linnenbrink-Garcia, L. (2016). A new look at multiple goal pursuit: The promise of a person-centered approach. Educational Psychology Review.
- Wormington, S. V., Anderson, K. G., Schneider, A., Tomlinson, K. L., & Brown, S. A. (2014). Peer victimization and negative consequences in early and late adolescence: Does school belonging matter? Journal of School Violence.
- Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011). Dangerous mindsets: Theories of intelligence predictive of losses in intrinsic motivation. Learning and Individual Differences.
Honors, Awards, and Grants
- Mindset Scholars Network Fellow
- National Science Foundation Graduate Research Fellow
- American Psychological Association Dissertation Research Award
- Dissertation Completion Fellowship, Michigan State University
- Clifford E. Erickson Memorial Fund Scholarship, Michigan State University
- College of Education Research Development Fellow, Michigan State University