Dr. Lisa Ridgley


Postdoctoral Associate

Download her CV (PDF)

Research focus

Lisa is passionate about unifying educational psychology theory, advanced statistical methods, and strong research methodology in the field of gifted education. Lisa’s research examines how academically talented students regulate their learning. Specifically, her work explores how the experience of challenge or difficulty influences the processes that students use to regulate their learning. She is also interested in how to determine whether students perceive or experience challenge in specific academic tasks and what information they use in making judgments about the difficulty level of the tasks they encounter. By understanding how and when students experience challenge, her work aims to help learners develop adaptive and strategic approaches in response to that challenge. She is also interested in how other characteristics of the learning context impact self-regulated learning and in developing practitioner-friendly or student self-driven self-regulated learning measures that can be applied and embedded within authentic learning environments. Recently Lisa was awarded The Mensa Foundation’s Early Career Researcher Mini-Grant


  • PhD, Educational Psychology, (Research Methods and Statistics, Gifted Studies), Ball State University

  • MA, Educational Psychology, Ball State University

  • BA, Psychology, Youngstown State University

Recent publications

Rubenstein, L. D., Callan, G. L., Ridgley, L. M., & Henderson, A. (In press). Students’ strategic planning and strategy use during creative problem solving: The importance of perspective taking. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2019.02.004

Callan, G. L., Rubenstein, L. D., Ridgley, L. M. & McCall, J. (In press). Measuring the creative process: Examining a SRL microanalysis protocol for creative problem solving. Psychology of Aesthetics, Creativity, and the Arts. http://dx.doi.org/10.1037/aca0000238

Rubenstein, L. D., Ridgley, L. M., Callan, G. L., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a social cognitive theory perspective. Teaching and Teacher Education, 70, 100-110. doi:10.1016/j.tate.2017.11.012

Rubenstein, L. D., Callan, G. L., & Ridgley, L. M. (2017). Anchoring the creative process within a self regulated learning framework: Inspiring assessment methods and future research. Educational Psychology Review. doi:10.1007/s10648-017-9431-5

Rubenstein, L. D. & Ridgley, L. M. (2017). Unified Program Design: An organizational framework for gifted programming. Gifted Child Today, 40, 163-174. doi:10.1177/1076217517707234

Stringer, S. A., Williams, S. L., Ault, K. E., Juart, K. B., Stephens, J. M., Ridgley, L. M., & Satmare, G.A. (2017). A fulcrum of change: From self-stigma to resilience. Stigma and Health. doi:10.1037/sah000009