Centre for Assessment and Monitoring

The majority of the research I conduct focuses on literacy acquisition and developmental learning difficulties, such as dyslexia. It takes an individual differences approach, providing theoretical explanations/data for differences in learning. As such, I am particularly interested in cognitive and linguistic aspects of learning to read and write, and the range of learning disabilities that can impact on these skills. However, I am also interested in the experiences related to achievement, and how these can impact on, and influenced by, well-being and self-concept/self-efficacy.

The research I conduct also aims to inform practice through the development of assessment tools and by determining the efficacy of intervention procedures; considering what may support learning and under what conditions is learning better achieved. This also leads to a consideration of the effects of different environments (e.g., online, innovative learning environments) in which learning can take place.

My research also considers the relationship between literacy and language. It aims to determine the underlying skills common to both language and literacy and thereby support the development of theories on literacy acquisition across languages/orthographies. This involves collaboration across various disciplines (education, linguistics and psychology), and has involved data collection in European, South-East Asian, African, Arabic, Persian and Indian languages/dialects, in addition to studies of bilingual groups in the UK, New Zealand, the Philippines, Malta, Namibia and Singapore.

Dr Valerie Sotardi (PhD, University of Arizona, USA, 2013) is Associate Professor of Educational Psychology and Quantitative Research at the University of Canterbury.

Her research addresses pressing challenges in youth mental health and educational psychology, with a specific focus on the role of schools in fostering student wellbeing among adolescents and young adults.

 

Central to Dr Sotardi’s research is the study of school and classroom climates, particularly how students’ perceptions of psychological safety and teacher-student communication influence academic and personal outcomes. She investigates how these relational and environmental factors impact learning, achievement, motivation, and mental health. Her current projects, including research funded by the New Zealand Health Research Council, explore the interpersonal dynamics that shape youth wellbeing, with the goal of optimising mental health service delivery in schools and their surrounding communities.

 

A significant strand of her work focuses on the mechanisms underlying help-seeking attitudes and behaviours. Dr Sotardi examines the conditions under which young people seek support during times of challenge, spanning early adolescence through early adulthood. Her research emphasises the interplay between psychological safety—whether students feel comfortable and secure in their environment—and help-seeking behaviours, offering a nuanced understanding of how these dimensions collectively influence educational and mental health outcomes. This integration highlights the importance of creating environments where academic success and wellbeing are interwoven priorities.

 

Methodologically, Dr Sotardi’s expertise lies in quantitative research, particularly the utilisation of “big data” to uncover trends and patterns that inform educational practices. Additionally, she employs qualitative and mixed-methods approaches to capture the nuanced experiences of young people. This methodological breadth allows Dr Sotardi to address complex research questions and offer comprehensive insights.

 

Her technical expertise encompasses advanced statistical analysis, psychometric assessment, and the design and implementation of large-scale surveys and longitudinal studies. Complementing these quantitative methods, she employs qualitative techniques, including in-depth interviews, to explore the complexity of youth experiences. Dr Sotardi has also developed innovative protocols that integrate thematic qualitative analysis with artificial intelligence, providing a cutting-edge approach to understanding youth mental health.

 

Dr Sotardi’s research agenda reflects a commitment to advancing the education sector’s capacity to support young people effectively. Her work informs teacher training programmes that equip educators with the psychological tools and strategies needed to foster student wellbeing. Equally, she prioritises collaboration among schools, families, communities, and mental health services to build evidence-based interventions. By bridging the education and mental health sectors, her research addresses critical gaps, contributing to the holistic support of young people in Aotearoa New Zealand and beyond.

 

Dr Sotardi leads the NZ Learning, Achievement, & Motivated Behaviour (NZ LAMB) Research Lab (www.nzlamb.org) and co-founded the Quantitative Research in Education SIG of the New Zealand Association for Research in Education (NZARE). She has published widely in high-impact journals, including Stress & Health, Personality and Individual Differences, Psychology in the Schools, Anxiety, Stress & Coping, and the Journal of Adolescence. Dr Sotardi holds editorial positions with Frontiers in Education: Student Wellbeing and Mental Health, Studies in Higher Education, and Educational Psychology. An experienced grant leader, Dr Sotardi has secured funding from organisations such as the Health Research Council, Ako Aotearoa, and Unlocking Curious Minds – He Hiriri I Te Mahara. Her leadership extends to conference convening, where she has organised and contributed to multiple national and international events. She has delivered multiple keynotes and hundreds of research presentations to diverse audiences, blending academic rigour with practical insights.

 

Dr Sotardi welcomes opportunities for collaboration within her areas of expertise, including educational psychology, youth mental health, and advanced quantitative methodologies. She is also currently accepting postgraduate students for supervision, particularly those interested in exploring the factors influencing young people’s learning, motivation, and mental health.

Interested parties are invited to contact her at valerie.sotardi@canterbury.ac.nz.