Dr. Marissa K. Hartwig

she/her/hers Assistant Professor, Psychology

Contact

1310 Ben Graves Drive
Morton Hall
Room 208
Huntsville, AL 35899
Campus Map

256.824.2321
marissa.hartwig@uah.edu

Biography

Dr. Hartwig is an experimental cognitive psychologist whose research focuses on student learning, self-regulation, and metacognition, including the effectiveness of evidence-based learning strategies, how students regulate and monitor their own learning, and the factors that support or impede successful learning. Through research conducted in laboratory, classroom, and online settings, she seeks to advance our understanding of how people learn and to identify practical ways to help students learn more effectively.

Education

  • Ph.D., Experimental Psychology, Kent State University
  • M.A., Educational Psychology, Ohio State University
  • B.A., Psychology, Ohio Wesleyan University

Expertise

  • Metacognition
  • Self-regulated Learning
  • Student Learning
  • Study Strategies

Recent Publications

  • Malain, E. D., & Hartwig, M. K. (2026). Self-reported spaced study: Associations with college students’ grades and self-regulation. Journal of Experimental Psychology: Applied, 32(3), 378-389. https://doi.org/10.1037/xap0000562

  • Hartwig, M. K., & Rohrer, D. (2025). Students’ perceptions of effective math learning strategies. Behavioral Sciences, 15(8), 1047. https://doi.org/10.3390/bs15081047

  • Hartwig, M. K., Rohrer, D., & Dedrick, R. F. (2022). Scheduling math practice: Students’ underappreciation of spacing and interleaving. Journal of Experimental Psychology: Applied, 28(1), 100-113. https://doi.org/10.1037/xap0000391

  • Hartwig, M. K., & Malain, E. D. (2022). Do students space their course study? Those who do earn higher grades. Learning and Instruction, 77, 101538. https://doi.org/10.1016/j.learninstruc.2021.101538

  • Emeny, W., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overconfidence. Applied Cognitive Psychology, 35(4), 1082-1089. https://doi.org/10.1002/acp.3814

  • Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40-52. https://doi.org/10.1037/edu0000367

  • Hartwig, M. K., & Dunlosky, J. (2017). Category learning judgments in the classroom: Can students judge how well they know course topics? Contemporary Educational Psychology, 49, 80-90. https://doi.org/10.1016/j.cedpsych.2016.12.002

  • Hartwig, M. K., & Dunlosky, J. (2014). The contribution of judgment scale to the unskilled-and-unaware phenomenon: How evaluating others can exaggerate over- (and under-) confidence. Memory & Cognition, 42(1), 164-173. https://doi.org/10.3758/s13421-013-0351-4

  • Hartwig, M. K., Was, C. A., Isaacson, R. M., & Dunlosky, J. (2012). General knowledge monitoring as a predictor of in-class exam performance. British Journal of Educational Psychology, 82(3), 456-468. https://doi.org/10.1111/j.2044-8279.2011.02038.x

  • Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134. https://doi.org/10.3758/s13423-011-0181-y