Erin Barker, PhD
Associate Professor, Psychology
stress/coping; self/emotion regulation; well-being/mental health; transition to adulthood/parenting
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.
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.
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/s10964-018-0822-9Mulvihill, 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.
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.