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Peggy P. Chen

Associate Professor, Department of Educational Foundations & Counseling Programs
212 772-4754
West 1127

Peggy P. Chen is an associate professor and a co-founder of the master's program in Educational Psychology at Hunter College. She is also a member of the faculty of the Ph.D. program in Educational Psychology at the Graduate Center, the City University of New York. Dr. Chen received her B.A. in psychology and M.S. in educational psychology from Purdue University, and Ph.D. in educational psychology from the Graduate Center. She was a research analyst and acting director for a number of years at the Office of Institutional Research at Lehman College, CUNY, and conducted program evaluations and data analyses.


Dr. Chen teaches at Hunter and the Graduate Center. She has been teaching a number of undergraduate, master’s-level, and doctoral-level courses in educational psychology, history and systems of psychology, classroom assessment, program evaluation, and research methodology.


Dr. Chen’s major research areas are: 1) adolescents’ self-perceptions in learning of math and use of self-regulation strategies, 2) teachers’ practices, knowledge, and beliefs about classroom assessment and measurement, and 3) teacher candidates’ math anxiety, self-efficacy, and judgments of math items. Currently, Dr. Chen is conducting studies in upstate New York, New York City, and Milwaukee, to examine the math self-efficacy and self-regulation processes of pre-adolescents, and parents’ involvement with their children’s school learning. She has also been researching in-service teachers and teacher candidates’ knowledge and beliefs about assessment, particularly grading practices and beliefs. Dr. Chen also serves on a number of dissertation committees and works with doctoral students in the Educational Psychology Program at the Graduate Center, CUNY, in the areas of social-cognitive theories and self-regulated learning. She has published her studies in journals such as Journal of School Psychology, Journal of Experimental Education, Educational Assessment, and Learning and Individual Differences.

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