Cary Roseth
Chairperson and Professor, Department of Counseling, Educational Psychology and Special Education | Michigan State University
East Lansing, MI, UNITED STATES
Cary Roseth is interested in social development, peer relations, and social contextual influences on classroom achievement.
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Biography
Cary Roseth is a professor of educational psychology and chairperson of the Department of Counseling, Educational Psychology and Special Education. He is interested in social development, peer relations, and social contextual influences on classroom achievement. His research focuses on the development of conflict resolution in early childhood and on the effects of cooperation, competition, and individualistic goal structures on children’s academic achievement and peer relations.
Areas of Expertise (6)
Early Childhood Education
Classroom Achievement
Counseling
Educational Psychology
Peer Relations
Special Education
Accomplishments (5)
CEP 956: Mind, Media & Learning, AT&T Instructional Technology Award , MSU
2017 Honorable Mention
Outstanding Contributions to Theory, Research and Practice Award
2015 Cooperative Learning Special Interest Group (SIG), American Educational Research Association (AERA)
Best- in-Track Award
2014 Annual Sloan-C/MERLOT International Symposium for Emerging Technologies in Online Learning
Teacher - Scholar Award
2013 MSU
Promise Award
2013 Conflict Resolution and Violence Prevention SIG, AERA
Education (3)
University of Minnesota: Ph.D., Educational Psychology 2006
University of Minnesota: M.A., Educational Psychology 2006
Dartmouth College: B.A., Spanish 1994
Links (3)
News (5)
Peer to your peers for motivation, not your teachers, if you actually want to study
ZME Science
2017-03-24
“These findings suggest that what instructors were good at was getting across cold facts, while the peers seemed to be tapping into an identification process,” said study co-author Cary Roseth, associate professor of educational psychology...
Peers, more than teachers, inspire us to learn
MSU Today
2017-03-21
“Why do I have to learn this?” It’s a common question among youth, but new research out of Michigan State University suggests students perform much better academically when the answer is provided by their peers rather than their teachers...
Study: Students inspired by peers more than teachers
UPI
2017-03-21
"As a student, I can identify with my peers and imagine myself using the course material in the same way they do," explained researcher Cary Roseth...
Do cadavers make the best anatomy teachers?
Futurity
2014-10-17
Cary Roseth, associate professor of educational psychology at Michigan State University, says the study suggests cadaver-based instruction should continue in undergraduate human anatomy, a gateway course to medical school, nursing, and other health and medical fields...
Cadavers beat computers for learning anatomy
MSU Today
2014-10-16
Cary Roseth, associate professor of educational psychology at Michigan State University, said the study suggests cadaver-based instruction should continue in undergraduate human anatomy, a gateway course to medical school, nursing and other health and medical fields...
Research Grants (5)
Enlisting peer cooperation and prosociality in the service of substance use prevention in middle school
NIAA A/NIH R34 AA02427 $712,162
Submitted July 2015; Funded: Aug. 2016 – July 20 2019 Co-PI (PI: Van Ryzin)
Enhancing achievement and peer relations in inclusive middle school classroom
College of Education Faculty Fund Award, University of Oregon $18,000
April 2015 – Aug. 2016 Co-PI (PI: Van Ryzin)
Meta-analysis of family - based prevention programs for adolescent substance abuse
NIDA/NIH R03 $160,000
Oct. 15, 2012 - Aug. 31, 2014 Co-PI (PI: Van Ryzin)
The role of social ostracism in online collaboration
Undergraduate Research Funds, College of Education, MSU $2,200
Sept. 2015 - June 2016 PI
Online constructive controversy: A design - based program of research
Joe L. & Lucy Bates - Byers Award for Technology and Curriculum , MSU $100,000
April 2011 – Aug. 2013 PI
Journal Articles (5)
Blending synchronous face-to-face and computer-supported cooperative learning in a hybrid doctoral seminar
TechTrendsC Roseth, M Akcaoglu, A Zellner
2013 Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer- mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course development, the implementation of cooperative learning activities in online settings, and the use of both synchronous and asynchronous methods of online instruction are discussed.
An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development
Early Childhood Research QuarterlyLK Durán, CJ Roseth, P Hoffman
2010 A longitudinal, experimental–control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38–48 months) were randomly assigned to two Head Start classrooms differing only in the language of instruction (English and Spanish). As predicted, results showed that Spanish language instruction resulted in significantly higher growth on both Spanish oral vocabulary and letter–word identification measures. There were no significant differences between classrooms on these same measures in English. Results extend previous work by showing that Transitional Bilingual Education may be a viable alternative to traditional English-only models. Implications for theory, future research, and early childhood practice are discussed.
Cooperative learning in middle schools: Interrelationship of relationships and achievement
Middle Grades Research JournalDW Johnson, RT Johnson, C Roseth
2010 When students enter middle school, they face 2 major challenges, one involving the biological, cognitive, and socioemotional changes they are going through, and another involving the transition from elementary to middle school. Peer learning has considerable influence on how well they manage these challenges. The research that exists on peer learning, however, indicates it can have positive or negative effects on students' achievement and well-being, depending on the nature of the program and how it is implemented. Perhaps the most important peer learning program is cooperative learning, because it is based on social interdependence theory and the hundreds of research studies. The research indicates that cooperation promotes greater efforts to achieve, more positive relationships, and greater psychological health than do competitive or individualistic efforts. In middle school students the quality of peer relationships accounts for 33 to 40% of the variance in achievement of middle school students. These outcomes are expected only when cooperative learning is structured to include positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing. Based on these results, 3 types of cooperative learning have been operationalized: formal cooperative learning, informal cooperative learning, and cooperative base groups. In implementing the 3 types of cooperative learning, teachers will want to encourage the development of personal relationships, which in turn will tend to increase their academic and social integration into middle school.
Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being
Journal of Youth and AdolescenceMJ Van Ryzin, AA Gravely, CJ Roseth
2009 Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.
Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures.
Psychological BulletinCJ Roseth, DW Johnson, RT Johnson
2008 Emphasizing the developmental need for positive peer relationships, in this study the authors tested a social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously. Meta-analysis was used to review 148 independent studies comparing the relative effectiveness of cooperative, competitive, and individualistic goal structures in promoting early adolescents' achievement and positive peer relationships. These studies represented over 8 decades of research on over 17,000 early adolescents from 11 countries and 4 multinational samples. As predicted by social interdependence theory, results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures. Also as predicted, results show that cooperative goal structures were associated with a positive relation between achievement and positive peer relationships. Implications for theory and application are discussed.
