Christina Rinaldi, PhD
Professor, Faculty of Education - Educational Psychology Dept
6-137 Education Centre - North
8730 - 112 St NWEdmonton ABT6G 2G5
Dr. Rinaldi is a registered psychologist with the College of Alberta Psychologists and a member of the following professional organizations: Canadian Psychological Association (CPA), Canadian Society for the Study of Education (CSSE), and the Society for Research in Child Development (SRCD).
Dr. Rinaldi’s research focus is in the area of social and emotional learning and development of children and adolescents. Her professional and scholarly experience working in schools, hospitals, and community settings has informed her research. Dr. Rinaldi’s current research projects examine (a) children’s school readiness in both academic and non-academic areas, (b) how mother-child and father-child relationships promote adaptive social and academic behaviours over time, and (c) parents’ and students’ understanding of bullying and the various strategies and supports they use to help promote healthy relationships.
To learn more about her research projects and her mentorship of graduate students visit the Learning Engagement and Parenting (LEAP) lab website: https://sites.google.com/ualberta.ca/leap
EDPY 497 - Senior Seminars
Content varies from year to year. Topics announced prior to registration period. Prerequisite: consent of Department.
Scott, J., Jaber, L. S., & Rinaldi, C. M.
Education Sciences. 2021 December; 11
Peer conflict resolution
Rinaldi, C. M., & Cheong, C.
Encyclopaedia of Child and Adolescent Development. 2020 January;
Children's social and emotional functioning and academic success in preschool: The role of internalizing problems and adaptive skills.
Walker, M. & Rinaldi, C. M.
Contemporary School Psychology. 2019 March; 24
Parent-child communication and adolescents’ problem-solving strategies in hypothetical bullying situations
Offrey, L. & Rinaldi, C. M.
International Journal of Adolescence and Youth. 2014 January;
Roger, K., Rinaldi, C. M., & Howe, N.
Infant and Child Development. 2012 January; 21 (6):646-666