Svetlana Chesser

Assistant Clinical Professor

photo of Svetlana Chesser

Office: 4076 Haley Center

Department: Educational Foundations, Leadership, and Technology

Campus Mail: 4036 Haley Center


Phone: (334) 844-3052

Vita: view vita

Academic Area

Educational Psychology


Ph.D. in Educational Psychology, 2013, College of Education, Auburn University, Auburn, AL

Specialist in Law (Jurist), 1997, Academy of the Ministry of Internal Affairs of the Republic of Belarus, Minsk, Belarus

B.S., M.S. in Biology and Chemistry, 1987, Vitebskiy Gosudarstvennyy Universitet Imeni P.M. Masherova, Vitebsk, Belarus

Professional Experience

2018 - Present

Assistant Clinical Professor, Educational Psychology, Department of Educational Foundations, Leadership, and Technology, College of Education, Auburn University, Auburn, AL

2014 - 2018

Lecturer, Department of Psychology, University of Tennessee at Chattanooga, Chattanooga, TN

2007 - 2014

Science Teacher, Stanhope Elmore High School, Millbrook, AL

2004 - 2007

Science Teacher, Millbrook Junior High School, Millbrook, AL

Research Interests

I am interested in how early childhood experiences shape children and adolescents’ cognition and behavior. Using data from large longitudinal data sets, I am seeking to find out how executive functioning subcomponents (working memory, cognitive flexibility, and inhibitory control) develop in response to high-stress environments. The goal is to pinpoint cognitive and behavioral adaptations to harsh environments in youth who have experienced adversity, so we can design educational interventions that work with, instead of against, these adaptations.   
I am also interested in promoting positive development of at-risk adolescents by expanding a researcher-practitioner partnership that aims to promote social connectedness, academic and communal engagement, and build self-awareness skills of at-risk adolescents in alternative school setting.


Chesser, S., Forbes, S. A., & Shelton, J. (2020). Toward an interactionist approach in examination of learning environments. Journal of Behavioral and Social Sciences, 7(1). Abstract

Chesser, S., Murrah, W., Forbes, S. A. (2020). Impact of personality on choice of instructional delivery and students’ performance. American Journal of Distance Education.

Meyer, M.*, Chesser, S., Swanson, S.*, & Forbes, S. (2019). Political attitudes of the young electorate in the 2016 presidential election and parental influences on political identity formation. Modern Psychological Studies, 25(1), Article 3. Available at: * identifies student-coauthor

Chesser, S., Swanson, S. B., Garey, E., & Hood Jr, R. W. (2018). Religious and non-religious predictors of life satisfaction in a sample of American college students. Mental Health, Religion & Culture, 21(4), 418-428. doi: 10.1080/13674676.2018.1504905

Garey, E., Chesser, S., Hood Jr, R. W., & Forbes, S. A. (2018). The religious attribution scale: Further validation with an American sample. Mental Health, Religion & Culture, 21(9-10), 926-933. doi: 10.1080/13674676.2018.1484432.

Forbes, S. A., Chesser, S., & Guarino, A. J.(2013). A proof of concept study on cortisol response to three different educational environs (alone, same-Sex, and mixed-sex). Creative Education, 4(4A). doi: 10.4236/ce.2013.44A002