Dr. Li Cao is a professor of educational psychology in the College of Education. He teaches undergraduate and graduate courses of Educational Psychology, Research Methods, & Program Evaluation for teacher education and UTeach programs. His research focuses on metacognition and self-regulated learning in the traditional face-to-face and e-learning environment. His recent publications include a book on teacher reflection, book chapters on the mixed-method research and educational technology applications in classroom, and journal articles on study strategy, student motivation, and self-efficacy. Prior to his appointment at UWG, Dr. Cao taught as an assistant professor at St. Mary's University in Minneapolis, Minnesota, part-time instructor at McGill University, Canada, and lecturer of English as Second Language in Chongqing University China.
- B.A., Bachelor of Arts, Chongquing Jianzhu University (China), 1982
- M.A., Masters of Arts in English Literature & Language, Sichuan University (China), 1991
- M.Ed., Master of Education in Curriculum & Instruction, Queen's University (Canada), 1995
- Ph.D., Doctor of Philosophy in Educational Psychology, McGill University (Canada), 2001
Courses and Sections
- CEPD-6101 (Psychology of Classroom Learn)
- EDSI-9998 (Research for Doc Dissertation)
- EDUC-2130 (Expl Learning and Teaching)
- UTCH-3001 (Knowing & Lrn Math & Sci Educ)
Fall 2013 Sections
- Cao, L., Charlesworth, J., & Wojcik, R. (2012). School counseling students’ perceptions of their practicum experiences and sites. Tennessee Counselors Association Journal, 5(1), 21-38.
- Cao, L. (2012). Examining ‘active’ procrastination from a self-regulated learning perspective, [View Publication]
- Cao, L. (2012). Differences in procrastination and motivation between undergraduate and graduate students [View Publication]
- Cao, L. (2012). What can teachers do to ensure in-depth learning in an age of digital speed? In K. T. Henson & B. F. Eller, Educational Psychology for Effective Teaching (2nd ed. pp. 288-289). Dubuque, IA: Kendall Hunt.
- Cao, L. (2012). How can today's teachers take advantage of current research on the cognitive development and functioning of students? In K. T. Henson & B. F. Eller, Educational Psychology for Effective Teaching (2nd ed., pp. 289-290). Dubuque, IA: Kendall.
- Cao, L. (2009). Mixed method designs. In B. Erford (Ed.), American Counseling Association Encyclopaedia of Counseling, (pp. 339-341). Alexandria, VA: American Counseling Association.
- Chibbaro, J., & Cao, L. (2008). Exploring perceptions of advocacy of professional school counselors and school counselors-in-training. Georgia School Counseling Association Journal, 1(1), 38-45.
- Cao, L., & Nietfeld, J. L. (2007). Examining Relationships between Achievement Goals, Study Strategy, and Class Performance in Educational Psychology. Teaching Educational Psychology, 2(1), 1-20 [View Publication]
- Cao, L., & Nietfeld, J. L. (2007). College studentsâ€™ metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. Australian Journal of Educational and Developmental Psychology, 7, [View Publication]