James P. Byrnes, Ph.D.
Associate Dean for Research & Professor of Educational Psychology
Psychological, Organizational, & Leadership Studies

1301 Cecil B. Moore Ave.
291 Ritter Annex, 
College of Education 
Philadelphia, PA 19122
phone: (215) 204-2813 

  • Ph.D. Temple University (Developmental Psychology)
  • B.S. St. Joseph's University
Areas of Professional Interest
  • Developing a comprehensive of model of academic achievement (explaining why some children attain higher levels of achievement than others)
  • Developing a comprehensive model of decision-making and risk-taking (explaining why some teens and adults take risks while other avoid risks)
  • Gender and ethnic differences in achievement
  • Conceptual problems that children face when learning mathematics
  • Language development as a foundation for literacy
Recent Scholarship

Jones, K. K, & Byrnes, J. P. (in press). Characteristics of students to benefit from high quality instruction. Contemporary Educational Psychology.

Byrnes, J. P. (2005). Self-regulated decision-making in children and adolescents. In J. E. Jacobs & P. A. Klaczynski (eds.), The development of judgment and decision-making in children and adolescents (pp. 5-38). Lawrence Erlbaum.

Byrnes, J. P. (2005). Gender differences in math: Cognitive processes in an expanded framework. In J. Kaufman and A. Gallagher (eds), Gender differences in cognition (pp. 73-98). Mahwah, NJ: Erlbaum.

Byrnes, J. P. (2003). Factors predictive of ethnic differences in mathematics proficiency in White, Black, and Hispanic 12th graders. Journal of Educational Psychology, 95, 316-326.

Byrnes, J. P. (2002). The development of decision-making. Journal of Adolescent Health, 31, 208-215.

Byrnes, J. P. (2001). Cognitive development and learning in instructional contexts (2nd edition). Needham, Hts: Allyn & Bacon.

Byrnes, J. P. (2001). Minds, brains, and education: Understanding the psychological and educational relevance of neuroscientific research. New York: Guilford.

Miller, D. C., & Byrnes, J. P. (2001). Self-regulated decision-making and academic achievement. Journal of Educational Psychology, 93, 677-685.