Profile for Tesia Marshik

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Specialty area(s)

Developmental and Educational Psychology (motivation, self-regulation, and teacher-student relationships)

Brief biography

My research focuses on the development of students’ motivation, self-control skills and teacher-student relationships (and, ultimately, how all of these factors interact to influence students’ development and academic adjustment). I also have a keen interest in debunking pseudoscience, exploring the roles of cognitive biases and logical fallacies in perpetuating misconceptions, and finding effective methods for motivating learning, fostering conceptual change, and promoting scientific and information literacy. I particularly enjoy making psychological science accessible and relevant to public audiences and I regularly present for  professional organizations within and outside academia (locally, nationally, and internationally).

Current courses at UWL

Educational Psychology, Lifespan Development, Adolescent Development, Motivation, Developmental Psychology


Ph.D., Educational and Developmental Psychology (University of Florida)

M.A.E., Educational Psychology (University of Florida)

B.S., Psychology and Philosophy (John Carroll University)

Research and publishing


  • Marshik, T., Ashton, P, & Algina, (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement. Social Psychology of Education, 20(1), 39-67.
  • Marshik, T., Kortenkamp, K., Dixon, R., & Cerbin, B. (2016). Understanding and Enhancing Students' Motivation: A lesson study approach. Scholarship of Teaching and Learning in Psychology, 1(4), 298-311.
  • Marshik, T. (2016, November). Motivating change acceptance in the workplace. Inside Learning Technologies and Skills Magazine, 59, 21-22.
  • Marshik, T. (2016, January). Don't believe everything you think. Inside Learning Technologies and Skills Magazine, 57, 131-135.


  • Marshik, T. (2019, November). Educational misconceptions. Workshop presentation, UW-La Crosse Center for Advancing Teaching and Learning.
  • Marshik, T. (2019, October). Bridge or Barrier? Understanding How Prior Knowledge and Cognitive Limits Influence Learning. Invited keynote presentation at the Aims Community College annual fall teaching conference, Greeley, CO. 
  • Marshik, T., & Hoskins, D. (2019, September). What Makes a Practice High-Impact? Workshop presentation, UW-La Crosse Center for Advancing Teaching and Learning.
  • Marshik, T., Solverson, N., & Barlow, P. (2019, August). Instructor and Student Outcomes Related to Campus-Wide Efforts to "Reimagine the First Year." Poster presented at the American Psychological Association (APA) annual convention, Chicago, IL.
  • Marshik, T. (2019, July). From Barriers to Bridges: Examining Cognitive and Neurological Influences on Learning Motivation. Invited keynote presentation at the annual conference of the Institute for Study Abroad (IFSA), Indianapolis, IN.
  • Marshik, T. (2019, February). “Why Don’t They Learn?!” Overcoming Misinformation and Resistance to Change in Education. Invited keynote presentation at the Midwestern Institute for the Teaching of Psychology (MISTOP) conference, Glen Elyn, IL.
  • Marshik, T., Dale, T., Blaschke, Olson, M., & Cerbin, W. (2018, July). Instructors' beliefs, practices, and feedback relevant to "Re-Imagining the First Year.” Poster presented at the American Association of State Colleges and Universities (AASCU) Academic Affairs Summer Meeting, Seattle, WA.
  • Knowles, E., Marshik, T., & Warnberg, N. (2017, August). Cultivating a growth mindset for first year students. Workshop presented at the UWL Conference on Teaching & Learning, La Crosse, WI.
  • Marshik, T., & Sim, J. (2017, August) Instructors’ responses to students' evaluation of instruction (SEIs). Poster presented at the UWL Conference on Teaching & Learning, La Crosse, WI.
  • Marshik, T. & Miller, L. (2017, January). Get with the program: Development and use of rubrics for programmatic SLOs. Oral presentation at the UWL Assessment Commons, La Crosse, WI.