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Erin E. Hardin

Erin E. HardinErin E. Hardin
Director of Undergraduate Studies & Associate Department Head

Ph.D., The Ohio State University (2002)

Phone: 865-974-3296

Key words:  Counseling Psychology, Scholarship of Teaching and Learning (SoTL), vocational psychology, self construal, self-discrepancies

Research Interests

Scholarship of Teaching and Learning (SoTL), vocational psychology, self construal, self-discrepancies.

Research statement

I have two areas of research interest: one focused on the Scholarship of Teaching and Learning (SoTL) and the other focused on the role of the self in well-being, broadly defined. I emphasize multicultural and social justice issues across both of these domains.

In the domain of SoTL, I am particularly interested in questions relating to the training of graduate student instructors and the teaching of General Psychology.  In the domain of the self and well-being, I am interested in questions about the effects of how individuals see themselves in relation to others (e.g., as separate individuals or connected group members), the level of congruence between individuals' various selves (e.g., who they are and who they want to be), and individuals' susceptibility to messages from significant others or society about their abilities (e.g., related to the persistence of women and underrepresented minorities in STEMM (science, technology, engineering, math, and medical science) fields. The two primary domains of my research have been self-construal (Markus & Kitayama, 1991) and self-discrepancies (Higgins, 1987).

I am part of an interdisciplinary team here at UTK that recently received a Science Education Partnership Award (SEPA) from the National Institutes of Health to conduct a five-year intervention / outreach program in 3 high schools in nearby economically distressed / at-risk Appalachian counties (

  • Editorial Board, Journal of Counseling Psychology, Journal of Career Assessment
  • Excellence in Undergraduate Teaching, Department of Psychology, UTK (2015)
  • Graduate Education Award, Department of Psychology, UTK (2013)
  • President's Excellence in Teaching Award, Texas Tech University (2012)

Current Funding

  • National Institutes of Health
    Science Education Partnership Award (SEPA; 1R25OD020231-01)
    PIPES: Possibilities in Postsecondary Education and Science among rural Appalachian youth
    2015-2020; $962,134; co-PI
  • Hardin, E. E., & Longhurst, M. (in press). Understanding the gender gap: Social cognitive changes during an introductory STEM course. Journal of Counseling Psychology. doi: 10.1037/cou0000119
  • Hardin, E. E., & Donaldson, J. R., III (2014). Predicting job satisfaction: A new perspective on person-environment fit. Journal of Counseling Psychology, 61, 634 – 640. doi: 10.1037/cou0000039
  • Hardin, E. E., Robitschek, C., Flores, L. Y., Navarro, R. L., & Ashton, M. W.  (2014). The cultural lens approach to evaluating cultural validity of psychological theory. American Psychologist, 69, 656-668. Doi: 10.1037/a0036532.
  • Hardin, E. E. & Larsen, J. T. (2014). Distinct sources of self-discrepancies: Effects of being who you want to be and wanting to be who you are on well-being.  Emotion, 14, 214 - 226. doi: 10.1037/a0033893
  • Cross, S. E., Hardin, E. E., & Gercek-Swing, B. (2011). The what, how, and why of self-construal. Personality and Social Psychology Review, 15, 142 - 179.
  • Hardin, E. E. & Lakin, J. (2009).  The Integrated Self-discrepancy Index: A reliable and valid measure of self-discrepancies.  Journal of Personality Assessment, 91, 245 – 253.
  • Hardin, E. E., Weigold I. K., Robitschek, C., & Nixon, A. E.  (2007). Self-discrepancy and distress: The role of Personal Growth Initiative. Journal of Counseling Psychology, 54, 86 - 92.
  • Hardin, E. E. & Leong, F. T. L.  (2005). Optimism and pessimism as mediators of the relations between self-discrepancies and distress among Asian and European Americans.  Journal of Counseling Psychology, 52, 25 - 35.
  • Hardin, E. E., Leong, F. T. L., & Bhagwat, A. (2004).  Factor structure of the Self-Construal Scale:  Implications for the multi-dimensionality of self-construal. Journal of Cross-Cultural Psychology, 35, 327 - 345.
  • Hardin, E. E., Leong, F. T. L., & Osipow, S. H. (2001). Cultural relativity in the conceptualization of career maturity.  Journal of Vocational Behavior, 58, 36 - 52


  • Jhangiani, R., & Hardin, E. E. (in press). Toward a unified skills-focus in Introductory Psychology. Scholarship of Teaching and Learning in Psychology.
  • Strohmetz, D. B., Dolinsky, B., Jhangiani, R. S., Posey, D. C., Hardin, E., Shyu, V., & Klein, E. (2015). The skillful major: Psychology curricula in the 21st century. Scholarship of Teaching and Learning in Psychology, 1, 200-207. Doi: 10.1037/stl0000037
  • Hermann, A. D., Foster, D. A., & Hardin, E. E. (2010). Does the first week of class matter? A quasi-experimental investigation of student satisfaction. Teaching of Psychology, 37, 79 - 84.
  • Hardin, E. E. (2007). Presentation software in the college classroom: Don't forget the instructor.  Teaching of Psychology, 34, 53 - 57.

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