Faculty Profiles
I am a life-span developmental psychologist that studies how people create their future by setting, striving for, and succeeding in their long-term goals. In my research, I explore the development of self-regulatory actions and the role that socioemotional skills in can play youth thriving, academic success, and career development.
Ph.D., Tufts University, 2013
M.A., Tufts University, 2010
B.A., Boston College, 2008
In my research, I explore the development of self-regulatory actions during adolescence and adulthood. Broadly, my work has two foci: 1) The self-regulatory actions associated with managing uncertainty (backup plans and serendipitous actions); and 2) The associations between self-regulatory actions (and socioemotional skills more broadly) and youth thriving, academic success, and career development.
Napolitano, C., & Job, V. (2018). Assessing the implicit theories of willpower for strenuous mental activities scale: Multigroup, across-gender, and cross-cultural measurement invariance and convergent and divergent validity. Psychological Assessment.
Napolitano, C., & Freund, A. (2017). First evidence for "The Backup Plan Paradox". Journal of Experimental Psychology: General.
Napolitano, C., & Freund, A. (2016). On the use and usefulness of backup plans. Perspectives on Psychological Science, 11 56–73.
Napolitano, C. (2013). More than just a simple twist of fate: Serendipitous relations in developmental science. Human Development, 56 291-318.
Tomasik, M., Napolitano, C., & Moser, U. Can school success foster thriving? Exploring the positive impact of academic performance on positive youth development. Child Development.
Freund, A., Napolitano, C., & Rutt, J. Personality development in adulthood: A goal perspective. Handbook of Personality Development.
Undergraduate Open Seminar (EPSY 199) Approved for both letter and S/U grading. May be repeated.
Early Adolescent Development (EPSY 430) Examines early adolescent development, covering biological, cognitive, and social transitions. Topics include identity, autonomy, peer and family relationships and the role of schooling and the media. 3 undergraduate hours. 3 or 4 graduate hours.
Developments in Educ Psyc (EPSY 490) Foundational theories and practices of educational psychology, including learning and development. 2 or 3 undergraduate hours. 2 or 4 graduate hours. Approved for letter and S/U grading. May be repeated to a maximum of 8 hours. Undergraduate and graduate work load will be commensurate with the requirements.
Dev Sciences Division Brownbag (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.
Spec Topics in Couns Psych (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.
Special Topics in Couns Psyc (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.
Special Topics in Couns Psych (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.
Assistant Professor, Educational Psychology
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