Biography
R. Chris Fraley is a Professor at the University of Illinois's Department of Psychology. He received his PhD from the University of California, Davis in 1999 in Social-Personality Psychology. In 2007 he received the American Psychological Association's Distinguished Scientific Award for Early Career Contribution to Psychology in the area of Individual Differences. He is an Associate Editor at the Journal of Personality and Social Psychology.
Research Interests
Chris's research involves the study of attachment processes in close relationships, personality dynamics and development, and research methods. He is also broadly interested in issues at the interface of social cognition, development, evolution, and psychodynamics.
Education
Ph.D. from University of California, Davis (1999)
External Links
Recent Publications
Hudson, N. W., Fraley, R. C., Chopik, W. J., & Briley, D. A. (2020). Change Goals Robustly Predict Trait Growth: A Mega-Analysis of a Dozen Intensive Longitudinal Studies Examining Volitional Change. Social Psychological and Personality Science, 11(6), 723-732. https://doi.org/10.1177/1948550619878423
Jones, J. D., Beijers, R., Fraley, R. C., Gross, J. T., Cassidy, J., & De Weerth, C. (2020). Mothers' attachment style as a predictor of breastfeeding and room-sharing practices. Journal of Pediatric Psychology, 45(6), 654-662. https://doi.org/10.1093/jpepsy/jsaa032
Khan, F., Fraley, R. C., Young, J. F., & Hankin, B. L. (2020). Developmental trajectories of attachment and depressive symptoms in children and adolescents. Attachment and Human Development, 22(4), 392-408. https://doi.org/10.1080/14616734.2019.1624790
Lozano, E. B., & Fraley, R. C. (Accepted/In press). Put your mask on first to help others: Attachment and sentinel behavior during the COVID-19 pandemic. Personality and Individual Differences, [110487]. https://doi.org/10.1016/j.paid.2020.110487
Magro, S. W., Fraley, R. C., & Roisman, G. I. (2020). Early Maternal Sensitivity and Teacher–Student Relationship Quality Across Grade School: Enduring or Transient Associations? Child development, 91(4), e883-e901. https://doi.org/10.1111/cdev.13322