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Anastasiya Lipnevich
Position: Associate Professor
Campus Affiliation: Graduate Center|Queens College
Degrees/Diplomas: Ph. D. Rutgers, the State University of New Jersey, Graduate School of Education - Educational Psychology, Learning, Cognition, and Development concentration
Research Interests: Instructional feedback, attitudes toward mathematics, emotions and affect, alternative ways of cognitive and non-cognitive assessment, and the role of non-cognitive characteristics in individuals’ academic and life achievement.

Anastasiya Lipnevich is an Associate Professor of Educational Psychology at Queens College and the Graduate Center of the City University of New York. Originally from Belarus, Dr. Lipnevich received her combined Master’s degree in Clinical Psychology, Education, and Italian language from the Belarusian State Pedagogical University, followed by her Master’s in Counselling Psychology from Rutgers University. In April of 2007 she earned her Ph.D. in Educational Psychology (Learning, Cognition, Development concentration), also from Rutgers University. After receiving her PhD, Dr. Lipnevich joined Educational Testing Service in Princeton, NJ as a post-doctorate research scholar.

Sample publications:


Lipnevich, A. A. & Smith, J. K. (2018). The Cambridge Handbook of Instructional Feedback. Cambridge University Press. [Link]

Lipnevich, A. A., Preckel, F., & Roberts, R. D. (Eds.) Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications. Springer.

Refereed articles and book chapters:

Lipnevich, A. A., Berg, D. Smith, J. K. (2015). The Impact of Feedback, Grades, Scores, and Comments on Students. In G. Brown (Ed.). Human Factors in Assessment. Oxford Press.

Krumm, S., Lievens, F., HĂĽffmeier, J., Lipnevich, A. A., Bendels, H., & Hertel, G. (2015). How "situational" is judgment in situational judgment tests? Journal of Applied Psychology, 100, 399-416.

Lipnevich, A. A., McCallen, L., Miles Pace, K., & Smith, J. (2014). Mind the gap! Students' use of exemplars and detailed rubrics as formative assessment in writing. Instructional Science, 42 (4), 539-559.

Goetz, T., Frenzel, A., C., Hall, N. C., Nett, U., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38 (3), 401-419.

Bieg, M., Goetz, T., & Lipnevich, A. A. (2014). What students think they feel is different from what they really feel: Academic self-concept moderates the discrepancy between students’ trait and state emotional self-reports. PLOS ONE, 9 (3), e92563.

Kyllonen, P.C., Lipnevich, A. A., Burrus, J., & Roberts, R. D. (2014). Personality, motivation, and college readiness: A prospectus for assessment and development. Princeton, NJ: Educational Testing Service, RR-14-06.

Lipnevich, A. A., MacCann, C., Roberts, R.D. (2013). Assessing noncognitive constructs in education: A review of traditional and innovative approaches. In D. Sklofske & V. Schwean (Eds.) Oxford Handbook of Psychological Assessment of Children and Adolescents. Cambridge, MA: Oxford University Press.

Lipnevich, A. A., McCallen, L., & Smith, J. K. (2013). School leaders’ perspectives on the effectiveness of feedback messages. Assessment Matters, 5, 74-94.

Lipnevich, A. A., Roberts, R. D. (2012). Noncognitive skills in education: Emerging research and applications in a variety of international contexts. Learning and Individual Differences, 22, 173-177.

Lipnevich, A. A., MacCann, C., Krumm, S., & Roberts, R. D. (2011). Math attitudes in Belarusian and US middle school students. Journal of Educational Psychology, 103, 105-118.

Lipnevich, A. A. & Smith, J. K. (2009). The effects of feedback on student examination performance. Journal of Experimental Psychology: Applied, 15, 319-333.