Regina Conti

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Regina Conti

Associate Professor of Psychological and Brain Sciences

Department/Office Information

Psychological and Brain Sciences
122 Olin Hall
  • R 11:15am - 2:15pm (122 Olin Hall)

Contact

(315) 228-7661

My research investigates social psychological processes underlying positive motivational experience. Most recently I am investigating the social inclusion experiences of people with developmental disabilities. Social inclusion goes beyond integrating with non-disabled community members, to emphasize meaningful participation in community life and interpersonal relationships outside the family.

Social inclusion is also the center of my community engaged course, “Neurodiversity and Community Inclusion.” Students enrolled in the course engage in an extended service learning project in which collaborate with neurodivergent community members at local organizations.

BA, Boston College, 1989; PhD, Brandeis University, 1995

Social inclusion, neurodiversity, intrinsic motivation, parenting goals

  • Waterman, A. S., Schwartz, A. S., & Conti, R. (2023).  . Journal of Positive Psychology. 
  • Conti, R. (2015). Compassionate parenting as a key to satisfaction, efficacy and meaning among mothers of children with autism. Journal of Autism and Developmental Disorders, 45 (7), 2008-2018. doi: 10.1007/s10803-015-2360-6.
  • Waterman, A. S., Schwartz, A. S., & Conti, R. (2008).  The implications of two conceptions of happiness (hedonic enjoyment and eudaimonia) for understanding intrinsic motivation. Journal of Happiness Studies, Vol 9 (1), 41-79.
  • Conti, R., Collins, M. A. & Picariello, M. (2001). The role of gender in mediating the effects of competition on children's creativity. Personality and Individual Difference, 30. 1273-1289.
  • Conti, R. (2001). College goals: Do self-determined and carefully considered goals predict intrinsic motivation, academic performance, and adjustment during the first semester?. Social Psychology in Education, 4, 189-211.
  • Conti, R. (2001). Time flies: Investigating the connection between intrinsic motivation and time awareness. Journal of Personality, 69(1), 1-26.
  • Conti, R. (2000). Competing demands and complementary motives: Procrastination on intrinsically and extrinsically motivated projects. Journal of Social Behavior and Personality, 15(5), 47-60.
  • Amabile, T. M. & Conti, R. (1999). Changes in the work environment for creativity during downsizing. Academy of Management Journal, 42, 630-640.
  • Conti, R., Coon H. & Amabile, T. M. (1997). Support for the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9(4), 385-389.
  • Amabile, T. M., Conti, R., Coon, H., Collins, M. A., Lazenby, J. & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39, 1154-1184.
  • Conti, R., Amabile, T. M. & Pollak, S. (1995). The positive impact of creative activity: Effects of creative task engagement and motivational focus on college students? learning. Personality and Social Psychology Bulletin, 21, 1107-1116.

Procrastination: A Social Psychological Perspective

  • Max A. Shacknai Center for Outreach, Volunteerism & Education Faculty Engagement Award for sustained contributions to publicly engaged scholarship, learning and community engagement, April 2024.