David A. Bergin

David A. Bergin is a Professor of Educational Psychology in the College of Education at the University of Missouri. With over 30 years of experience, his work focuses on motivation for learning in both academic and informal settings, particularly among underrepresented student populations. He has made significant contributions to understanding how interest enhances learning, achievement, and career choice.

His research explores key areas including student motivation, the development of academic interest, engagement in STEM fields, classroom dynamics, and the role of teacher-student relationships. He has also investigated low-stakes testing motivation, college access initiatives for students of color, middle school engineering education, and summer research programs for teachers in neural engineering. These diverse yet interconnected themes reflect a deep commitment to equitable and effective learning environments.

Bergin is the co-author of the widely used textbook Child and Adolescent Development in Your Classroom, now in its third edition, designed for pre-service teachers. His scholarly leadership includes serving as Past President of Division 15 (Educational Psychology) of the American Psychological Association and editorial roles in leading journals such as Journal of Educational Psychology, Educational Psychology Review, Contemporary Educational Psychology, and Journal of Counseling Psychology.

His notable recognitions include:

• Outstanding College Teaching Award, University of Missouri College of Education (2018)
• Fulbright Scholar, Temuco, Chile (2013)
• Past President, APA Division 15

Bergin holds a PhD and an Educational Specialist degree in evaluation from Stanford University. His teaching excellence extends internationally, having taught a master’s course on motivation in Spanish during his Fulbright year. While specific advisees are not listed, his extensive research and academic leadership suggest active mentorship of graduate students. He has also contributed to grant-funded initiatives related to teacher development and equity in STEM education.

Though no formal lab or research team name is mentioned, his work appears to be conducted through collaborative projects involving K–12 schools, teacher training programs, and university-based research initiatives focused on motivation and learning sciences.