Professional Education


  • Doctor of Philosophy, Ludwig Maximilian Universitat Munchen (2014)
  • Master of Arts, Ludwig Maximilian Universitat Munchen (2010)
  • Bachelor of Arts, Oklahoma State University (2007)

Stanford Advisors


All Publications


  • Self-Control and Academic Achievement. Annual review of psychology Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., Gross, J. J. 2019; 70: 373–99

    Abstract

    Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.

    View details for DOI 10.1146/annurev-psych-010418-103230

    View details for PubMedID 30609915

  • Emotion regulation in teachers: The "why" and "how" TEACHING AND TEACHER EDUCATION Taxer, J. L., Gross, J. J. 2018; 74: 180–89
  • Better together: a unified perspective on appraisal and emotion regulation. Cognition & emotion Yih, J., Uusberg, A., Taxer, J. L., Gross, J. J. 2018: 1–7

    Abstract

    Advances in our understanding of appraisal processes and emotion regulation have been two of the most important contributions of research on cognition and emotion in recent decades. Interestingly, however, progress in these two areas has been less mutually informative than one might expect or desire. To help remedy this situation, we provide an integration of appraisal theory and the process model of emotion regulation by describing parallel, interacting and iterative systems for emotion generation and emotion regulation. Outputs of the emotion generation system are perceived by the emotion regulation system, and emotion regulation strategies then modulate emotion by intervening at specific stages of the emotion generation system, ultimately changing appraisal dimensions. We hope that our unified perspective will encourage and guide future research at the interface of cognition and emotion.

    View details for DOI 10.1080/02699931.2018.1504749

    View details for PubMedID 30058449

  • Inauthentic expressions of enthusiasm: Exploring the cost of emotional dissonance in teachers LEARNING AND INSTRUCTION Taxer, J. L., Frenzel, A. C. 2018; 53: 74–88
  • Teachers' emotions and emotion management: integrating emotion regulation theory with emotional labor research SOCIAL PSYCHOLOGY OF EDUCATION Lee, M., Pekrun, R., Taxer, J. L., Schutz, P. A., Vogl, E., Xie, X. 2016; 19 (4): 843-863