About

Dr. Liza Meredith is an associate teaching professor in the Psychology department at the University of Minnesota. She received her Counseling Psychology PhD in 2016 from the University of Minnesota and remains a faculty member within the department. Her teaching responsibilities include courses such as Introduction to Psychology, Introduction to Counseling Psychology, Interviewing and Intervention, and Psychology of College Life (Freshman Seminar). Her research focuses on college student mental health, and she is also a licensed practicing psychologist. Dr. Meredith's educational background includes a Bachelor of Science in Psychology from the University of Wisconsin-Madison, earned in 2009.

Research topics

• Psychology
• Clinical psychology
• Medicine
• Psychiatry
• Psychotherapist

Selected publications

• Towards a DAARES (Decolonizing, Accessible, Anti-Racist, Equitable, and Sustainable) Introductory Psychology Class

  Teaching of Psychology · 2026-03-06

  article

  Background Research supports the role of inclusive instructor teaching practices in promoting student engagement, belonging, and success in psychology. Socially marginalized students may show lower attainment in these areas in part due to the emphasis placed on Western and colonial models of the curriculum. Objective The purposes of this study were to assess students’ perceptions of the degree to which their Introductory Psychology (Intro) courses were decolonizing, accessible, anti-racist, equitable, and sustainable (DAARES); measure the extent to which these characteristics predict student belonging, sense of psychological membership, learning outcomes, and critical consciousness; and examine differences between marginalized and non-marginalized students. Method Six-hundred forty-five undergraduate students recruited from multiple U.S. institutions of higher education who had completed Intro within the past two years participated in an online survey. Results Students endorsed moderate to high levels of DAARES teaching delivered by their instructors. DAARES teaching predicted higher levels of each outcome variable. For critical consciousness, DAARES teaching and participant marginalized identity were both significant predictors. DAARES teaching predicted greater increases in critical consciousness among non-marginalized students. Conclusion DAARES teaching practices can promote student success and should be implemented by Intro instructors and their institutions.

  PublisherDOI

• Corrigendum to “A longitudinal quasi-experiment of leaderboard effectiveness on learner behaviors and course performance” [Learning and Individual Differences (2024), volume 116, 102572]

  Learning and Individual Differences · 2025-02-01

  erratumOpen access
  PublisherDOI

• A longitudinal quasi-experiment of leaderboard effectiveness on learner behaviors and course performance

  Learning and Individual Differences · 2024-10-16 · 5 citations

  article
  PublisherDOI

• Randomized controlled trials assessing efficacy of brief web-based stress management interventions for college students during the COVID pandemic.

  Journal of Counseling Psychology · 2023-01-23 · 4 citations

  article

  s = -0.27 and -0.42). Both interventions were more effective for students with higher baseline stress levels. Completion and adherence rates were high for both conditions. Results suggest that very brief, self-guided stress management interventions can be effective in reducing stress among college students. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

  PublisherDOI

• Randomized Controlled Trials Assessing Efficacy of Brief Web-Based Stress Management Interventions for College Students During the COVID Pandemic

  2022-12-16 · 2 citations

  preprintOpen access

  The purpose of this study was to evaluate the efficacy of brief, self-guided web-based interventions for decreasing distress among U.S. college students during the pandemic. Three randomized controlled trials were conducted during the spring (Study 1), summer (Study 2), and fall (Study 3) 2020 terms, and were combined into one sample to increase power (N = 775). We evaluated a web-based intervention that focused on increasing present control that had been shown to be effective in several studies prior to the pandemic (e.g., Nguyen-Feng et al., 2017). This intervention was compared to an active comparison condition (psychoeducation about and reminders to engage in Centers for Disease Control and Prevention (CDC)-recommended stress management techniques) in Study 1, to a waitlist comparison in Study 2, and to both comparison conditions in Study 3. Participants were undergraduate psychology students at two campuses of a midwestern state university system. Outcomes—perceived stress (primary); depression, anxiety, and stress symptoms (secondary); and boredom (tertiary)—were assessed at pretest and posttest (and 3-week follow-up in Study 3). Differences across conditions were significant for perceived stress, stress symptoms, and boredom (but not depression or anxiety). Contrary to hypotheses, the Present Control and CDC stress management interventions were equally effective. Both were more effective than no intervention (between-group ds = −0.27 and −0.42). Both interventions were more effective for students with higher baseline stress levels. Completion and adherence rates were high for both conditions. Results suggest that very brief, self-guided stress management interventions can be effective in reducing stress among college students.

  PublisherOA PDFDOI

• Student perceptions of instructor behaviors that impact stress.

  Scholarship of Teaching and Learning in Psychology · 2021-05-13 · 5 citations

  article1st authorCorresponding
  PublisherDOI

• Stressful Instructional Strategies Questionnaire

  PsycTESTS Dataset · 2021-01-01

  dataset1st authorCorresponding
  PublisherDOI

• US college student mental health and COVID-19: Comparing pre-pandemic and pandemic timepoints

  Journal of American College Health · 2021-11-11 · 48 citations

  article

  OBJECTIVE: To assess mental health in US undergraduates during COVID-19; to identify key pandemic-related stressors, perceived control, and coping and their associations with mental health. PARTICIPANTS: = 362). METHODS: Online measures of depression, anxiety, and stress symptoms and perceived control and coping (both samples); pandemic-related stressors and perceived benefits (April 2020). RESULTS: Depression and stress symptoms were higher in April 2020 than in 2017. Most students reported perceiving at least some pandemic-related benefits. Top-rated stressors involved missing seeing friends and school-related stressors. Perceived control and approach coping were lower during the pandemic but related to better mental health; avoidant coping was higher during the pandemic and related to poorer mental health. CONCLUSIONS: Findings can inform campuses regarding how to improve student mental health during COVID and beyond.

  PublisherDOI

• Post-Sexual Assault Mental Health: A Randomized Clinical Trial of a Video-Based Intervention

  Journal of Interpersonal Violence · 2019-11-09 · 22 citations

  articleOpen access

  The current study assessed the efficacy of a brief video intervention (Prevention of Post-Rape Stress [PPRS]) delivered in the emergency department to recent sexual assault (SA) victims. PPRS was compared to treatment as usual (TAU) and an active control condition (Pleasant Imagery and Relaxation Instruction [PIRI]). Primary outcomes were posttraumatic stress disorder (PTSD) symptoms and perceived present control. Prior SA was examined as a moderator of treatment effects. Women ( n = 233; aged 15 years and older; 59.70% identified as a racial or ethnic minority) who received a post-SA medical forensic exam participated in the study (NCT01430624). Participants were randomized to watch the PPRS video ( n = 77), the PIRI video ( n = 77), or receive TAU ( n = 79). Participants completed measures of PTSD symptoms and perceived present control 1.5-, 3-, and 6-months post-SA. An interaction between condition and prior SA was found on PTSD symptom frequency and on perceived present control. Among women with a prior SA, women in the PPRS versus TAU condition reported less frequent PTSD symptoms 6-months post-SA. Those in the PPRS condition had lower perceived present control than those in the TAU condition among those with no prior SA 3-months post-SA. However, at 6-months post-SA, among women with a prior SA, women in the PPRS reported higher perceived present control than those in TAU. These findings partially replicate a prior study in which PPRS was found to be beneficial in mitigating the development of PTSD symptoms, but only for women with a prior SA.

  PublisherOA PDFDOI

• Dysphonia, Perceived Control, and Psychosocial Distress: A Qualitative Study

  Journal of Voice · 2018-05-11 · 45 citations

  articleOpen access
  PublisherOA PDFDOI

Frequent coauthors

• Patricia Frazier

  University of Minnesota

  21 shared

• Viann N. Nguyen-Feng

  University of Minnesota, Duluth

  7 shared

• Jacob A. Paulsen

  San Diego City College

  6 shared

• Christiaan Greer

  Manhattanville College

  6 shared

• Kelli Howard

  6 shared

• Yuchen Liu

  5 shared

• Alicia Selvey

  University of Minnesota

  5 shared

• Yuchen Liu

  University of Arizona

  5 shared