Concordia University

https://www.concordia.ca/content/concordia/en/artsci/psychology/faculty.html

Erin Barker, PhD

Associate Professor, Psychology

stress/coping; self/emotion regulation; well-being/mental health; transition to adulthood/parenting


Office: L-PY 119-2 
Psychology Building,
7141 Sherbrooke W.
Phone: (514) 848-2424 ext. 2209
Email: Erin.Barker@concordia.ca
Website(s): CRDH Website
Availability:

Education

Dr.Barker received her BA, Honours Psychology, from Nipissing University, inOntario, MA in Developmental Psychology from the University of Victoria, inBritish Columbia, and PhD in Developmental Psychology from the University ofAlberta. She completed post-doctoral fellowships at the US National Institutesof Health and the University of Wisconsin-Madison. She joined the Department ofPsychology at Concordia University in 2011.

Research

Dr. Barker directs the Lifespan Well-Being Laboratory. Her area of expertise is stress, coping, and well-being. In particular she studies how young people cope with stress encountered during the transition from adolescence to early adulthood and how their stress and coping impacts their well-being, mental health, and academic success.


Selected publications

Selected Recent Publications (student co-author names underlined)

Renaud, J., Barker, E. T., Putnick, D., Hendricks, C., & Bornstein, M.H. (2019).The developmental origins of dispositionaloptimism: The role of attachment security and internal locus of control. Revisedmanuscript submitted for publication in the InternationalJournal of Behavioral Development. https://doi.org/10.1177/0165025418820629

Barker, E. T., & Renaud,J. (2018/online first). Brief report: Contextualizing university students’depressive symptoms: History, continuity, stability, and risk. Journal of College Student Psychopathology. doi.org/10.1080/87568225.2018.1496373

Barker, E. T., Howard, A. L., Villmaire-Krajden, R.,& Galambos, N.L. (2018). The rise and fall of depressive symptoms andacademic stress in two samples of university students. Journal of Youth and Adolescence, 47, 1253-1266. doi.org/10.1007/s10964-018-0822-9

Mulvihill, K., Guilmette, M., Barker, E. T., & Bianco, T. (2018).Athletes’self-regulatory responses to unattainable athletic goals: Effects ofneed-supportive vs. need-thwarting coaching and athletes’ motivation. International Journal of Sports Psychology,49, 179-200.

Newcomb-Anjo, S., Villemarie-Krajden,R., Takefman, K., & Barker,E. T. (2017). The unique associations of university experiences with depressivesymptoms in emerging adulthood. Emerging Adulthood,5, 75-80.10.1177/2167696816657233

Barker, E. T., Howard, A.L., Galambos, N. L., & Wrosch, C. (2016). Tracking affect and academicsuccess across university: Happy students benefit from bouts of negative mood. Developmental Psychology, 52, 2022-2030.

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