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Professor of Psychology
Post‑Doctoral Research Fellow
Department of Physical Medicine & Rehabilitation
University of Minnesota Hospitals
PhD University of Minnesota
Major area: Clinical Psychology
Minor area: Psychobiology
Laurea, summa cum laude University of Rome, Italy
Major area: Philosophy
Minor area: History
My research interests generally focus on: (a) the physiological correlates of emotional states (e.g., bodily changes associated with prejudiced attitudes), (b) behavioral and cognitive-behavioral interventions for anxiety disorders, and more generally (c) the relationship between psychological variables (emotion, behavior) and medical outcomes (e.g., health consequences of stress and burnout in teachers). More recently, my research has focused on the application of structural equation modeling techniques (particularly latent growth curve modeling) to the examination of important educational issues. In the last few years, I have been investigating the validity of key assumptions of bilingual education theory in order to determine whether this is an effective strategy for educating students whose native language is not English. Currently, I am working with data from large-scale international assessments of student achievement, which are conducted every few years, in an effort to understand the U.S. achievement gap, particularly in math and science.
Psychology 110: Introduction to Psychology
Psychology 110L: Introduction to Psychology Laboratory
Psychology 350: Abnormal Psychology
Psychology 375: Personality
Psychology 450: Health Psychology
Psychology 320: Learning
Psychology 310: Sensation and Perception
Guglielmi, R. S. Math achievement and postsecondary attainment: Latent class growth mixture modeling of multiple mediators and moderators.
Guglielmi, R. S., & Brekke, N. C. (2018). A latent growth moderated mediation model of math achievement and postsecondary attainment: Focusing on context-invariant predictors. Journal of Educational Psychology, 110, 683-708.
Guglielmi, R. S., & Brekke, N. C. (2017). A framework for understanding cross-national and cross-ethnic gaps in math and science achievement: The case of the U.S. Comparative Education Review, 61, 176-213.
Guglielmi, R. S. (2012). Math and science achievement in English Language Learners: Multivariate latent growth modeling of predictors, mediators, and moderators. Journal of Educational Psychology, 104, 580-602.
Guglielmi, R. S. (2008). Native language proficiency, English literacy, academic achievement, and occupational attainment in Limited English Proficient students: A latent growth modeling perspective. Journal of Educational Psychology, 100, 322-342.
Guglielmi, R. S. (2002). Teacher stress and burnout: Methodological perspectives. In N. J. Smesler & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (Vol. 23). Amsterdam: Pergamon.
Guglielmi, R. S. (1999). Psychophysiological assessment of prejudice: Past research, current status, and future directions. Personality and Social Psychology Review, 3, 123-157.
Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61-99.
Melamed, J., & Guglielmi, R. S. (1997). Weight-bearing exercise and bone mass: An unsettled issue for preventive health psychology. Journal of Psychology and the Behavioral Sciences, 11, 46-53.
Guglielmi, R. S., Cox, D. J., & Spyker, D. (1994). Behavioral treatment of phobic avoidance in Multiple Chemical Sensitivity. Journal of Behavior Therapy and Experimental Psychiatry, 25, 197-209.
Guglielmi, R. S., & Roberts, A. H. (1994). Volitional vasomotor lability and vasomotor control. Biological Psychology, 39, 29-44.
Guglielmi, R. S. (1994). Psychosomatic illness. In V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior (Vol. 3). New York: Academic Press.
Guglielmi, R. S. (1990). Caveat emptor. Mumbo jumbo and gobbledygook [Invited review of Psychosomatic Disorders]. Contemporary Psychology, 35, 1089-1090.
Guglielmi, R. S. (1987). What’s new about the old? Multum in parvo [Invited review of Practical psychiatry of old age]. Contemporary Psychology, 32, 800-801.
Guglielmi, R. S., & Roberts, A. H. (1984). In search of a reference. Biofeedback and Self-Regulation, 9, 137-138.
Guglielmi, R. S., & Roberts, A. H. (1983). Of cold-handed patients and warm-hearted therapists: A reply to Surwit and Keefe. Biofeedback and Self-Regulation, 8, 3-8.
Guglielmi, R. S., Roberts, A. H., & Patterson, R. (1982). Skin temperature biofeedback for Raynaud’s disease: A double-blind study. Biofeedback and Self-Regulation, 7, 99-120.
Guglielmi, R. S. (1976). Raynaud’s disease: Neurogenic or local fault? A critical review of the evidence (Report PR-76-5). Minneapolis: University of Minnesota, Research Laboratories of the Department of Psychiatry.
Spyker, D., Cox, D. J., & Guglielmi, R. S. (1991). Assessment and biofeedback-assisted behavioral treatment of Multiple Chemical Sensitivity. Veterinary and Human Toxicology, 33, 371.
Guglielmi, R. S., Roberts, A. H., Tellegen, A., & Zimmermann, R. L (1981). Vasomotor lability and voluntary control of peripheral skin temperature. Psychophysiology, 18, 178.
Guglielmi, R. S., & Roberts, A. H. (1980). A double-blind study of the effectiveness of skin temperature self-regulation in the treatment of Raynaud’s disease. Psychophysiology, 17, 299.
American Psychological Association, Division 5: Quantitative and Qualitative Methods
American Psychological Association, Division 38: Health Psychology
American Association for the Advancement of Science
Grants, Awards, and Honors
2012: The Great Teacher Award, Lake Forest College
2009 - 2011: “Academic Achievement in Limited English Proficient Students: A Multivariate Latent Growth Modeling Analysis of Predictors, Mediators, and Moderators.” Institute of Education Sciences Grant R305A090288 ($83,429.95)
2004 - 2005: “Educating Language Minority Students Effectively: Structural Modeling of Longitudinal Panel Data.” Carnegie Corporation of New York Grant D05027 ($23,600)
2003: Christopher Mojekwu Award, Lake Forest College. “In recognition of valuable contributions to the campus community through promotion of intercultural dialogue and understanding”