Dr. Stefanou's contact information:
Dr. Candice Stefanou
Dr. Stefanou’s training is as an educational and school psychologist. She earned an M.S. in Child Development/Child Care (University of Pittsburgh, Pittsburgh, PA), an M.S.Ed. in Education with certification as a School Psychologist (Bucknell University, Lewisburg, PA) and a Ph.D. in Educational Psychology (Penn State University, University Park, PA). Since earning her Ph.D., Dr. Stefanou completed post-graduate work in school neuropsychology resulting in being awarded diplomate status in the American Board of School Neuropsychology and applied behavior analysis resulting in her becoming a board certified behavior analyst. In 2015, Dr. Stefanou joined the faculty in the Department of Family, Youth and Community Sciences after having been on faculty at Bucknell University for 17 years. Throughout her career, she has taught numerous courses in educational psychology, research methods, atypical development, and interventions with regard to working with children and youth with developmental disabilities and behavioral difficulties.
Dr. Stefanou’s research program focuses on motivation and self-regulation in various applied settings. The centerpiece of her interest is in motivation and she tries to understand how different learning environments foster different motivational orientations and lead to different learning outcomes. She studies the different learning strategies students use in different learning environments as one measure of motivation to learn. She also studies the discourse between student and teacher and student and student to understand the implicit messages that are being delivered in any instructional environment. She has published collaboratively with scholars across the country as well as with graduate and undergraduate students. She was a co-PI on a 3-year NSF-funded grant on issues related to engineering student learning, specifically self-regulated learning, working with engineering faculty at four institutions.
One of Dr. Stefanou’s main goals when it comes to teaching is to develop her students’ self-confidence, thereby enabling them to step outside their own comfort zones and make a difference to society. She believes there is nothing like watching her students experience their own instrumentality in acting as someone who can open doors for others or just make life a bit more positive. “It’s why I do what I do,” she says.