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.
Parent, J., Lovelace, K.J., Seitchik, A. & Hardway, C., (in press). Enhancing Team Learning Experiences in the Classroom. Journal of the Academy of Business Education.
Hardway, C. (2020). Of Interest and Engagement: The Emotional Force of Learning and Development. In. M.F. Mascolo & T. Bidell (Eds.) Handbook of Integrative Developmental Science. London: Taylor & Francis Ltd. doi:10.4324/9781003018599
Finn, K., Benes, S., Fitzpatrick, K. & Hardway, C. (2019). Metacognition and motivation in anatomy and physiology students. International Journal of Teaching and Learning In Higher Education. 31(3), 476-490.
Pincus, D.B. & Hardway, C.L. (2019). Brief Intensive Treatments in T. Ollendick, L. Farrell, & P. Muris (Eds.) Innovations in CBT for Childhood Anxiety, OCD, and PTSD: Improving Access & Outcomes, (pp. 130–159). Cambridge University Press. doi:10.1017/9781108235655.007
Otis, J. D. & Hardway, C. (2019). Co-Occurring PTSD and Chronic Pain. In A. Maikovich-Fong (Ed). Routledge Handbook of Psychosocial Interventions for Chronic Pain: An Evidence-Based Guide. Routledge Press. doi:10.4324/9781351164047
Hardway, C., Seitchik, A.E., Kurdziel, L.B.F., Stroud, M.J., LaTorre, J.T., LeBert, C. (2018). Online and classroom simulations: Does video use inspire interest, comprehensibility or achieve learning outcomes? Journal of Educational Computing Research. 56(7), 1056–1075. doi:10.1177/0735633117732961