Kia ora! My name is Dr Valerie Sotardi (University of Arizona, USA, 2013) and I am a Senior Lecturer Above the Bar of Educational Psychology and Quantitative Research at the University of Canterbury.

My passion lies in youth mental health, with a particular focus on understanding and supporting rangatahi in Ōtautahi Christchurch, across Aotearoa New Zealand, and around the world. My research examines critical issues such as anxiety, depression, and the coping strategies youth employ to manage stress. I aim to understand how schools can better support youth mental health, exploring the potential of these strategies within the complex interplay of social, cultural, and individual factors.

I am deeply invested in researching how young people experience and engage with help. My work explores what help looks like for youth, how they identify their needs, approach help, evaluate its effectiveness, and respond to it. This encompasses help-seeking attitudes, intentions, and behaviors in both academic and non-academic settings, ranging from everyday classroom interactions to addressing serious mental health crises.

With a strong foundation in educational psychology, my previous research has covered a range of topics, including the impact of classroom and school belongingness, academic burnout, assessment anxiety, and perfectionism on both academic performance and student mental health. I employ a variety of methodological approaches, with a particular emphasis on mixed-method studies.

If you are seeking Master's or doctoral supervision, I am currently accepting new students, especially those interested in youth help-seeking behaviours, both within New Zealand and internationally. My research is oriented towards this scope, and I encourage inquiries from those who share this focus.

Please feel free to email me with any inquiries about the LAMB lab, my research, or supervision opportunities.

Kia ora! I am a dedicated researcher with a strong passion for understanding and enhancing the well-being of university students. Currently, I am a senior international support advisor at the University of Canterbury. Through my academic journey, I have developed a keen interest in investigating the complex factors that impact university students' learning experiences and overall wellness, particularly in the context of the evolving educational landscape. My research is centered around delving into students' stress, coping strategies, sense of belonging, and burnout, and the unique challenges that students face, especially amid evolving learning environments. My ultimate goal is to contribute to the development of effective interventions and support systems that empower students to thrive academically and personally. I am committed to utilizing both quantitative and qualitative approaches to gain a holistic understanding of students’ needs and to inform evidence-based practices that foster a nurturing and inclusive university environment.

Please don't hesitate to get in touch via kateren0218@gmail.com

Kia ora! My name is Victoria Leggett and I am a PhD candidate in my final year researching mental health, happiness, and social media use in young people. My background is in educational psychology having completed the Master of Educational Psychology programme in 2020 at Victoria University of Wellington. My master’s research investigated the protective factors of school climate and school connectedness against depression and self-harm for Aotearoa New Zealand secondary school students. However, my research passions have landed more in the discourse surrounding mental health and the philosophies of happiness and well-being.

I am passionate about mental health and how we can improve the lives of rangatahi here in Aotearoa New Zealand through new ways of approaching well-being that champion the lived experiences of young people. I have been privileged enough to speak to community youth groups in Canterbury about anxiety, resilience, and mental health and have witnessed the benefit of starting these conversations with young people.

I am always keen to discuss these research topics, so please don’t hesitate to get in touch with me if you have any queries or questions relating to my work!

I am currently a Researcher in the School of Teacher Education at the University of Canterbury. I have a long-standing interest in understanding how to maximise learning opportunities and fostering student wellbeing in diverse academic settings - using both quantitative and qualitative approaches.

I recently completed my PhD in Education at The University of Auckland, focusing on the longitudinal impact of educational assessment on student social and psychological outcomes. Prior to my PhD, I earned a Bachelor of Arts from Zhejiang University and a Master of Education from Boston College where I developed a solid foundation in educational theory and practice.

With an authentic passion for education and a strong drive to create a significant impact, I am fully committed to advancing knowledge in my areas of expertise. My research interests reside within the exploration about
(1) multidimensional factors that contribute to students' motivational beliefs,
(2) consequences of educational assessment and evaluation, particularly on students' emotional/psychological wellbeing, and
(3) how to enhance students' learning, engagement and wellbeing.

As a dedicated researcher and educator, I am enthusiastic about expanding my expertise through interdisciplinary collaborations and am eager to learn and incorporate new techniques and methodologies into my work to tackle complex research questions. If you have any inquiries or opportunities for collaboration, please feel free to reach out to me at jf.jinjingfang@gmail.com.

I am a PhD student specializing in Computer Science at the University of Canterbury. My research focus encompasses the intersection of Computer science and Psychology. My research explores the interconnection of these domains, focusing on human-computer interaction, gamification, and their impact on the Mental health of students. By leveraging insights from Psychology and integrating them into computer science research, my aim is to create innovative approaches that can positively impact students' well-being and academic success.

Link to my publications (ResearchGate profile): https://www.researchgate.net/profile/Hirasha-Pooliyadda-2

Contact email: hirasha.pooliyadda@pg.canterbury.ac.nz

I am a PhD student in Education at the University of Canterbury, researching cross-cultural strategies that international students use to cope with depression and anxiety. Before pursuing my doctorate, I obtained a Bachelor of Medicine from Sun Yat-sen University and a Master of Science in Educational Studies from the University of Glasgow.

I have a strong academic interest in using various research methods, particularly quantitative methods, to investigate mental health among higher education groups. This interest is evident from my master's research, which conducted a meta-analysis of depressive symptoms and related factors in UK college students before and after the COVID-19 epidemic.

My interdisciplinary academic background allows me to approach research in educational psychology from a unique perspective. I am committed to integrating medical perspectives and research methods into studies in educational psychology to find coping strategies for psychological issues such as anxiety and depression. My goal is to contribute to educational policy, ultimately enabling students, especially those in higher education, to achieve mental restoration and development.

Contact email: xiaoxu.yang@pg.canterbury.ac.nz

I am a Pākehā/Māori (Ngāti Tūwharetoa) youth development lecturer at the University of Auckland. My work focuses on how young people and adults build quality relationships in community settings such as youth mentoring and youth work. I have a particular interest in how self-disclosure contributes to relationship development. Previous research was supported by a Rutherford Foundation Post-Doctoral Fellowship, awarded in 2021 to pursue a two-year project hearing from young people about their experiences of self-disclosure in their mentoring relationship. I enjoy using qualitative and observational methodologies in my research. I have also co-authored national publications for the youth sector, including Ngā Tikanga Whānaketanga – He Arotake Tuhinga, a synthesis of two decades of Aotearoa-based research on youth development and wellbeing.

I am curious about how we learn, supporting environments that facilitate positive learning experiences, and empowering the teacher workforce with evidence-based practices to continually support their professional journey. My work and research interests focus on understanding various pieces that need to fit together for successful learning to occur. My PhD project investigated interactions between students' learning approaches and beliefs and classroom assessments, and have had the opportunity to present my findings at conferences and speak with educators and leaders. I believe that learning is a joyful and enriching experience, and it is my hope that every young person in a classroom is curious and fascinated by the immensity our universe has to offer. When I'm not working, I enjoy reading, yoga, gaming, and learning languages.

I completed my PhD in Education (2023) at the University of Canterbury with a focus on educational leadership. With a Master of Education in hand, I embarked on my true calling as a change catalyst in education. Starting as a passionate teacher, I quickly became a school principal. In my PhD studies, I have embarked on a zealous pursuit to enrich institutions as an educational advisor. Engaging in collaborative endeavours with schools, I assumed a pivotal role in providing insightful guidance on the domains of curriculum development, teacher training, and educational policies. My proficient grasp of data analysis and research are instrumental in the amelioration of educational quality, thereby harmonizing institutional practices with the ever-evolving demands of students.

Fields of Research:
• Appreciative leadership
• Appreciative inquiry
• Social learning theories
• Educational leadership