Christina Hardway

Academic Title

  • Professor, Psychology

Administrative Support

  • Anxiety
  • Development
  • Meaning and Purpose
  • Metacognition
  • Psychopathology
  • Teaching and Learning

My research evaluates contexts and practices that help individuals shift from the avoidance associated with anxiety and discomfort toward a more robust engagement with the world and the acquisition of new knowledge. One strand of this research has focused on evaluating formal treatments designed to help individuals overcome the physiological and behavioral obstacles associated with anxiety to re-enter their daily lives and enhance their overall functioning. Additionally, I have investigated ways to help relatively healthy populations flourish by examining contexts that facilitate an inclination toward learning at the level of the individual and the classroom. Ongoing research examines the extent to which different curricular materials support the learning process. Other research investigates the association between sources of personal meaning and the allocation of resources.

  • Ph.D. Developmental Psychology University of Michigan
  • B.A. Psychology University of Chicago
  • Anxiety Treatment
  • Curiosity
  • Learning and Learning
  • Meaning and Purpose
  • Merrimack College
  • Metacognition

Hardway, C.L., Seitchik, A., Kurdziel, L., Stroud, M., LaTorre, J., LeBert, C. (2017, available online). “Interest, Internet-Based Video and Learning Outcomes.” Journal of Educational Computing Research.

Hardway, C.L. and McCartney, K. (2016). “Child Care at the Nexus of Research, Practice and Policy.” R. Schaffer (ed.) Blackwell Handbook of Developmental Psychology in Practice: Implementation and Impact. Wiley-Blackwell.

Hardway, C. L., Pincus, D. B., Gallo, K. P., and Comer, J. S. (2015). “Parental Involvement in Intensive Treatment for Adolescent Panic Disorder and Its Impact on Depression.” Journal Of Child And Family Studies, 24(11), 3306-3317. doi:10.1007/s10826-015-0133-7

Hardway, C.L. and Stroud, M. (2014). “Using Student Choice to Increase Students’ Knowledge of Research Methodology, Improve Their Attitudes Toward Research and Promote Acquisition of Professional Skills.” International Journal on Teaching and Learning in Higher Education, 26.

Gallo, K.P., Cooper-Vince, C.E., Hardway, C., Pincus, D.B., and Comer, J.S. (2014). “Trajectories of Change Across Outcomes in Intensive Treatment for Adolescent Panic Disorder and Agoraphobia.” Journal of Clinical Child and Adolescent Psychology. doi:10.1080/15374416.2013.794701

Pincus, D., Madigan, R., Kerns, C., Hardway, C., and Comer, J. (2014). “Managing Maladaptive Mood and Arousal.” In E. Sburlati, H. Lyneham, C. Schniering, and R. Rapee (Eds.) Evidence based CBT for Anxiety and Depression in Children and Adolescents: A Competencies based Approach. Wiley and Sons Ltd.

Pincus, D., Elkins, M., Weiner, C.L., and Hardway, C. (2014). “Cognitive Behavioral Treatment of Sleep Disorders in Children and Adolescents.” In D. Mostovsky (Ed.) Handbook of Behavioral Medicine, New Jersey: Wiley.

Pincus, D.B., Elkins, R. M., and Hardway, C. (2014). “Intensive Treatments for Adolescent Panic Disorder and Agoraphobia: Helping Youth Move Beyond Avoidance.” Psychopathology Review, 1(1), 189-194. doi: 10.5127/pr.033313.

Hardway, C., Kagan, J., Snidman, N., and Pincus, D. B. (2013). “Infant Reactivity as a Predictor of Child Anxiety, Social Ease and Parenting Behavior in Middle Childhood.” Journal Of Psychopathology And Behavioral Assessment, doi:10.1007/s10862-013-9362-5

  • Edward G. Roddy Merrimack Outstanding Teacher of the Year Award, Merrimack College, 2015
  • Center for Excellence in Teaching and Learning Faculty Fellow, Merrimack College, 2014