Personal profile
University profile
Dr. Samantha Coyle, Assistant Professor, received a PhD in School Psychology from Northern Illinois University. Her research interests involve investigating the positive and negative features of peer relationships, specifically social support and bullying victimization in relation to internalizing disorders in adolescent youth; she is also interested in research on assessment, prevention and intervention practices addressing social-emotional, behavioral and academic challenges of children and adolescents. She teaches courses in Cognitive Assessment and Adolescent Psychology.
Research interests
Investigating the positive and negative features of peer relationships, specifically social support and bullying victimization in relation to internalizing disorders in adolescent youth.
Scholarly Interests
Research on assessment, prevention and intervention practices addressing social-emotional, behavioral and academic challenges of children and adolescents.
Teaching
Cognitive Assessment and Adolescent Psychology.
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
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SDG 3 Good Health and Well-being -
SDG 4 Quality Education -
SDG 13 Climate Action -
SDG 16 Peace, Justice and Strong Institutions
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Collaborations and top research areas from the last five years
Projects
- 1 Finished
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COLLABORATIVE RESEARCH: THE IMPACT OF FACE-TO-FACE AND REMOTE INTERVIEWING
Coyle, S. (PI)
National Science Foundation (NSF)
1/07/15 → 30/06/18
Project: Research
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Hope as a Pathway in the Relation Between Social Support From Four Sources and Depressive Symptoms in Early Adolescence
Rueger, S. Y., Coyle-Eastwick, S., Johnson, L., Pyun, Y., Kassel, M. & Steinberg, L., 2025, (Accepted/In press) In: Journal of Early Adolescence. 02724316251352182.Research output: Contribution to journal › Article › peer-review
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Stress, social support, and internalizing problems: Domains of stress and support
Wimmer, J., Coyle-Eastwick, S., Fox, J. K. & Grapin, S., Feb 2025, In: Psychology in the Schools. 62, 2, p. 646-660 15 p.Research output: Contribution to journal › Article › peer-review
Open Access2 Link opens in a new tab Scopus citations -
The Bystander Intervention Model and Bystander Behavior: The Impact of School Climate on Students’ Likeliness to Intervene in Bullying
DiRussa, C., Coyle-Eastwick, S. & Jeyanayagam, B., Mar 2025, In: International Journal of Bullying Prevention. 7, 1, p. 58-73 16 p.Research output: Contribution to journal › Article › peer-review
5 Link opens in a new tab Scopus citations -
A University-Community Partnership to Develop a Culturally Responsive School Intervention for Black Adolescents with Social Anxiety
Masia Warner, C., Escobar, M., Thomas, H., Ahmed, T., Ndubuisi, I., Perrone, L. & Coyle-Eastwick, S., Sep 2024, In: School Mental Health. 16, 3, p. 746-759 14 p.Research output: Contribution to journal › Article › peer-review
5 Link opens in a new tab Scopus citations -
Go Programming - From Beginner to Professional: Learn everything you need to build modern software using Go
Coyle, S., 12 Apr 2024, De Gruyter. 680 p.Research output: Book/Report › Book › peer-review