Frank J. Infurna is an associate professor in the Department of Psychology at Arizona State University. He received his doctorate in human development and family studies from Pennsylvania State University and his bachelor's in psychology and brain and cognitive science from the University of Rochester. He is a developmental psychologist who takes a lifespan approach to studying psychosocial and health development in adulthood and old age. His research focuses on two intertwined themes: (1) resilience to major life stressors and (2) psychosocial factors that predict healthy aging outcomes. His research program draws from seminal notions of lifespan developmental theory and emerging methodologies for longitudinal and event occurrence analysis, such as latent growth curve (multilevel) modeling, growth mixture modeling, and survival models; his work applies these methodologies to longitudinal panel surveys, intensive assessment research designs and interventions.
I am a developmental psychologist with a general interest in studying psychosocial and health development in adulthood and old age from a lifespan perspective. Drawing from seminal notions of lifespan development and emerging methodologies for longitudinal analysis, my research agenda is centered on two intertwined research objectives.
1. Psychosocial factors that promote healthy aging
My research examines the extent to which perceived control, defined as one's beliefs regarding their ability to attain desired outcomes, is associated with healthy aging. Outcomes of healthy aging that I focus on include cognition, disability, disease, and mortality. More recently, my colleagues and I have examined pathways that link perceived control to healthy aging, such as physical activity, biological health, and physical fitness. An additional focus has been on linking whether rates of change in perceived control, over and above, absolute levels are predictive of healthy aging outcomes. We have shown that more positive rates of change in perceived control over time are protective against mortality. By effectively showing that changes over time have meaningful implications for health, this research has the potential to open up avenues for intervention and identifying mechanisms linking psychosocial factors to health outcomes.
2. Resilience to major life stressors
My second research focus revolves around the extent to which individuals are able to adapt and overcome major life stressors. Major life stressors are disruptive events that result in a qualitative shift in one’s life circumstances. Examples include acute onset stressors, such as a cancer diagnosis or spousal loss, as well as chronic stressors that include childhood abuse or poverty. These stressors can have severe short- and long-term implications for functioning across domains, such as well-being, health or social relationships. My research program focuses on examining the nature of and processes implicated in individuals’ ability to be resilient to acute and chronic major life stressors in adulthood and old age. To address this research objective, my colleagues and I use longitudinal panel surveys (i.e., Health and Retirement Study, German Socio-Economic Panel Study, and HILDA) to track how pertinent outcomes, such as well-being and health change in relation to adversities, such as bereavement and disability. We also examine how specific factors, such as socio-demographics and health, social, and personal resources contribute to better overall outcomes prior to, during, and following these adversities.
Spring 2021 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
PSY 499 | Individualized Instruction |
PSY 598 | Special Topics |
PSY 600 | Research Methods |
PSY 792 | Research |
PSY 799 | Dissertation |
Fall 2020 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
BIO 495 | Undergraduate Research |
PSY 499 | Individualized Instruction |
PSY 790 | Reading and Conference |
PSY 792 | Research |
PSY 799 | Dissertation |
Spring 2020 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
PSY 499 | Individualized Instruction |
PSY 792 | Research |
PSY 799 | Dissertation |
Fall 2019 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
BIO 495 | Undergraduate Research |
PSY 499 | Individualized Instruction |
PSY 599 | Thesis |
PSY 792 | Research |
PSY 799 | Dissertation |
Summer 2019 | |
---|---|
Course Number | Course Title |
PSY 792 | Research |
Spring 2019 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
PSY 498 | Pro-Seminar |
PSY 499 | Individualized Instruction |
Fall 2018 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
BIO 495 | Undergraduate Research |
PSY 499 | Individualized Instruction |
PSY 591 | Seminar |
Spring 2018 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
PSY 447 | Psychology of Aging |
PSY 499 | Individualized Instruction |
Fall 2017 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
BIO 495 | Undergraduate Research |
PSY 499 | Individualized Instruction |
PSY 598 | Special Topics |
Spring 2017 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
PSY 499 | Individualized Instruction |
Fall 2016 | |
---|---|
Course Number | Course Title |
PSY 399 | Supervised Research |
PSY 447 | Psychology of Aging |
BIO 495 | Undergraduate Research |
PSY 499 | Individualized Instruction |