My interests are in understanding aspects of both the stress process and the mechanisms of persuasion through a social psychological lens. People have different psychological (affective, cognitive), physical (autonomic, endocrine), and behavioral stress responses. Some responses may be more salubrious than others. In addition to uncovering moderators of the stress process (e.g., the Big Five, EI), I am interested in factors that might facilitate resilience and resourcefulness (e.g., mindfulness meditation, positive affect).

Along with understanding ways stressors may facilitate health, resilience and resourcefulness, I seek to promote public health via persuasion. My biobehavioral model of persuasion integrates stress and persuasion theory to posit mediators that lend persuasive messages their effectiveness. Uncovering these mechanisms helps to develop principles that can facilitate the creation of maximally persuasive health appeals. This model has been tested in laboratory and field settings. It is currently being applied toward fostering a more welcoming environment for STEM (Science, Technology, Engineering, & Mathematics) women faculty.

Primary Interests:

Applied Social Psychology
Attitudes and Beliefs
Communication, Language
Emotion, Mood, Affect
Health Psychology
Judgment and Decision Making
Life Satisfaction, Well-Being
Neuroscience, Psychophysiology
Organizational Behavior
Persuasion, Social Influence

Applied Social Psychology
Attitudes and Beliefs
Communication, Language
Emotion, Mood, Affect
Health Psychology
Judgment and Decision Making

Life Satisfaction, Well-Being
Neuroscience, Psychophysiology
Organizational Behavior
Persuasion, Social Influence

Research Group or Laboratory:

Social/Health Psychophysiology Laboratory
Interactive Map

Journal Articles:

Feufel, M. A., Schneider, T. R., & Berkel, H. J. (in press). A field test of the effects of instruction design on cancer self-screening accuracy. Health Education Research .
Lyons, J. B., & Schneider, T. R. (2009). Leadership and stress: The effects of leadership style on stress outcomes. Leadership Quarterly, 20, 737-748.
Schneider, T. R. (2008). Evaluations of stressful transactions: What’s in an appraisal? Stress and Health, 24, 151-158.
Schneider, T. R. (2006). Getting the biggest bang for your health education buck: Message framing and reducing health disparities. American Behavioral Scientist, 49, 812-822.
Schneider, T. R. (2004). The role of Neuroticism on psychological and physiological stress responses. Journal of Experimental Social Psychology, 40, 795-804.
Schneider, T. R., Lyons, J. B., & Williams, M. (2005). Emotional intelligence and autonomic self-perception: Emotional abilities are related to visceral acuity. Personality and Individual Differences, 39, 853-861.
Schneider, T. R., Rivers, S. E., & Lyons, J. B. (2009). The biobehavioral model of persuasion: Generating challenge appraisals to promote health. Journal of Applied Social Psychology, 38, 1928-1952.
Schneider, T. R., Salovey, P., Pallonen, U., Mundorf, N., Smith, N., & Steward, W. (2001). Visual and auditory message framing effects on tobacco smoking. Journal of Applied Social Psychology, 31, 667-682.

Other Publications:

Salovey, P., Schneider, T. R., & Apanovitch, A. M. (2002). Message framing in the prevention and early detection of illness. In J. P. Dillard & M. Pfau (Eds.), The persuasion handbook: Theory and practice (pp. 391-406). Thousand Oaks, CA: Sage Publications.

Courses Taught:

Health Psychology
Positive Psychology
Research Methods
Social Psychology
Writing in Psychology

Health Psychology
Positive Psychology
Research Methods

Social Psychology
Writing in Psychology

Tamera Schneider
Department of Psychology
Wright State University
3640 Colonel Glenn Highway
Dayton, OH 45435-0001
United States

Work: (937) 775-2100
Home: (937) 395-1857
Fax: (937) 775-3347