Rick Hoyle

Professor of Psychology and Neuroscience and Director of Undergraduate Studies

Education & Training

  • Ph.D., University of North Carolina at Chapel Hill 1988

  • M.A., University of North Carolina at Chapel Hill 1986

  • B.A., Appalachian State University 1983


Research interests include (1) The foundations of self-esteem. This includes an interest in the interplay of self-evaluations across different domains (e.g., appearance, social life), processes of self-attention and self-regulation as they are implicated in the maintenance of self-esteem, and the influence of social acceptance and rejection on self-esteem processes. (2 )The role of personality in problem behavior. Particular interest in how prevention interventions can be designed to capitalize on the link between certain personality dimensions (e.g., sensation seeking) and problem behaviors (e.g., use of illicit drugs, sexual risk taking). (3) Strategic applications of structural equation modeling and related techniques for the purpose of modeling complex processes that unfold over time. Particular focus on measurement and design issues relevant for models that include mediated and moderated effects.


Self-regulation, personality, adolescent problem behavior, research methods

Meece, JL, Blumenfeld, PC, and Hoyle, RH. "Students' Goal Orientations and Cognitive Engagement in Classroom Activities." Journal of Educational Psychology 80.4 (1988): 514-523.

Insko, CA, Hoyle, RH, Pinkley, RL, Hong, G-Y, Slim, RM, Dalton, B, Lin, Y-HW, Ruffin, PP, Dardis, GJ, Bernthal, PR, and Schopler, J. "Individual-group discontinuity: The role of a consensus rule." Journal of Experimental Social Psychology 24.6 (1988): 505-519.

Insko, CA, Pinkley, RL, Hoyle, RH, Dalton, B, Hong, G, Slim, RM, Landry, P, Holton, B, Ruffin, PF, and Thibaut, J. "Individual versus group discontinuity: The role of intergroup contact." Journal of Experimental Social Psychology 23.3 (1987): 250-267.