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Maria K. DiBenedetto University of North Carolina, Greensboro, USA

Dr. Maria K. DiBenedetto holds a doctorate in Educational Psychology with a specialization in Learning, Development, and Instruction from the Graduate School and University Center of the City University of New York. She has a rich history in working in various administrative positions in higher education including admissions, recruiting, advisement, student services, assessment, and reaccreditation, as well as adjunct teaching of both undergraduate and graduate students (courses include research methods, educational psychology, counseling psychology, child and adolescent development, theories of learning in teaching, and management). She also has several years’ experience teaching as a high school science teacher and Chair of the Science Department, as well as experience as a second and fourth grade elementary school teacher.

Dr. DiBenedetto’s current position is at the University of North Carolina, Greensboro in the Bryan School of Business and Economics where she is a member of the Dean’s Leadership Team. In her position as Lecturer/Director of Assessment and Reporting, Dr. DiBenedetto oversees assurance of learning for the business school’s reaccreditation by AACSB International (Association to Advance Collegiate Schools of Business) one of the most prestigious and internationally recognized organizations that reviews business schools throughout the globe. In addition, she ensures the business school is meeting the assurance of learning standards set by SACSCOC (Southern Association of Colleges and Schools Commission on Colleges) for all graduate programs, undergraduate majors, minors, and certificate programs. She also serves on various committees throughout the university and within school and is a senator on the university-wide staff senate.

Dr. DiBenedetto’s research interests are focused on self-regulated learning, self-efficacy, and motivation. She has published numerous chapters and articles on these topics and has collaborated with world renown scholars in the field of educational psychology. She is particularly interested in research on self-regulated learning for college bound high school students as well as study strategies for undergraduate and graduate students and their impact on achievement. Her research has been widely cited; for example, in a recent article in The Chronicle of Higher Education on first-generation college students’ study strategies the authors cited one of her studies in their discussion of study strategies for success (https://www.chronicle.com/article/Knowing-How-to-Study-Can-Mean/246644.).

Along with Dr. DiBenedetto’s empirical research, she has written several theoretical/conceptual publications focused on assessment, standards-based instruction, self-efficacy within a sociocultural lens, the mentoring of doctoral students, and two books, one edited and one coauthored. In the edited book: Connecting self-regulated learning and performance with instruction across high school content areas (2018), each chapter is cowritten by outstanding content area high school teachers throughout the U.S. and well-known educational psychologists on applying self-regulated learning to classroom instruction. Self-regulation and the common core: Applications to ELA standards (2015) was her earlier co-authored book that discusses how self-regulated and the common core can be used to teach ELA standards to students in grades K-12.

Dr. DiBenedetto has served on several prestigious editorial boards: Journal of Experimental Education; The International Journal of Educational and Psychological Assessment; and a special issue of Theory into Practice. She has served as a guest reviewer for several premier journals including the Journal of Educational Psychology; Journal of Advanced Academics; Learning and Individual Differences; and Assessment in Education: Principles, Policy, & Practice among others.

DiBenedetto is a member of the American Psychological Association (APA) and served as chair of Division 15’s (Educational Psychology) Committee on the Development of Early Career Educational Psychologists. She served in several positions in the Studying and Self-regulated Learning Special Interest Group (SIG) for the American Educational Research Association (AERA) including chair, program chair, secretary, and editor of the SIG.

Dr. DiBenedetto has presented her research internationally and domestically and has conducted professional development workshops for teachers in middle schools and high schools in addition to guest lectures for doctoral students on student learning and assessment. In addition, Dr. DiBenedetto serves on doctoral dissertation committees, and has served and serves as a consultant on many projects for organizations such as ACT (American College Testing), Pearson Education, Department of Education Institute of Education Sciences (IES), and the Portuguese Science Foundation.