Dr. Eli Tsukayama is an Assistant Professor of Business Administration at the University of Hawai‘i–West O‘ahu (UHWO). Before UHWO, Dr. Tsukayama taught at the University of Pennsylvania (UPENN) in Philadelphia and the University of Southern California (USC) in Los Angeles. His research focuses on understanding individual differences (e.g., personality traits) that can be used to segment and understand target markets. He has an extensive background in statistics as well as seven years of experience working in the corporate world as an Information Technology (IT) Consultant.
University of Pennsylvania
- PhD in Psychology, 2012
- MA in Psychology, 2008
- Business Foundations Certificate from the Wharton School of the University of Pennsylvania
- Certificate of Advanced Studies in Education Sciences from the University of Pennsylvania Graduate School of Education
- Teaching Certificate from the University of Pennsylvania Center for Teaching and Learning
University of Hawaii
- BA in Psychology, 2007
Leeward Community College
- AA in Liberal Arts, 2004
2017 - Current: Assistant Professor of Business Administration
University of Hawai‘i–West O‘ahu
2014 - 2016: Postdoctoral Fellow
University of Southern California
2012 - 2014: Postdoctoral Fellow
University of Pennsylvania
2000 - 2006: Information Technology Consultant
- Statistics for Decision Making
- Marketing Research
- Consumer Behavior
- Principles of Marketing
- International Marketing
- Senior Capstone
- Administrative Practicum
- Regression and Analysis of Variance (ANOVA)
- Multivariate Statistics:
- Structural Equation Modeling (SEM)
- Hierarchical Linear Modeling (HLM)
- Positive Psychology
Park, D., Yu., A., Tsukayama, E., & Duckworth, A. L. (in press). The development of grit and growth mindset in adolescence. Journal of Experimental Child Psychology.
Neumann, C., Kaufman, S. B., ten Brinke, L., Yaden, B. D., Hyde, E., & Tsukayama, E. (in press). Light and dark trait subtypes of human personality: A multi-study analysis. Personality and Individual Differences.
Forgeard, M., Beard, C., Shayani, D., Silverman, A. L., Tsukayama, E., & Björgvinsson, T. (in press). Predictors of affect following discharge from partial hospitalization: A two-week ecological momentary assessment study. Psychological Medicine.
Jayawickreme, E.†, Tsukayama, E.†, Blackie, L., Weiss, B. (in press). Examining within-person relationships between state assessments of affect and eudaimonic well-being using multi-level structural equation modeling. The Journal of Positive Psychology.
Galla, B. M., Tsukayama, E., Park, D., Yu, A., & Duckworth, A. L. (2020). The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being. Developmental Psychology, 56, 350-363.
Kima, J., Shina, Y., Tsukayama, E., & Park, D. (2020). Stress mindset predicts job turnover among preschool teachers. Journal of School Psychology, 78, 13-22.
Abujaradeh, H., Colaianne, B. A., Roeser, R. W., Tsukayama, E., & Galla, B. M. (2019). Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender. International Journal of Behavioral Development, 44, 20-30.
Kaufman, S. B., Yaden, D. B., Hyde, E., & Tsukayama, E. (2019). The Light vs. Dark Traid of personality: Contrasting two very different profiles of human nature. Frontiers in Psychology, 10, 1-26.
Forgeard, M., Herzhoff, K., Jayawickreme, E., Tsukayama, E., Beard, C., & Björgvinsson, T. (2018). Changes in daily manifestations of openness to experience during intensive cognitive-behavioral treatment. Journal of Personality, 87, 856-870
Park, D., Yu., A., Nyquist, R., Tsukayama, E., Duckworth, A. L. (2018). Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120-128.
Park, D., Yu, A., Metz, S. E., Tsukayama, E., Crum, A. J., & Duckworth, A. L. (2018). Beliefs about stress attenuate the relation among adverse life events, perceived distress, and self-control. Child Development, 89, 2059-2069.
Roepke, A. M., Benson, L., Tsukayama, E., & Yaden, D. B. (2018). Prospective writing: Randomized controlled trial of an intervention for facilitating growth after adversity. Journal of Positive Psychology, 13, 627-642.
Roepke, A. M., Tsukayama, E., Forgeard, M. J., Blackie, L. E., Jayawickreme, E. (2018). Randomized controlled trial of SecondStory, an intervention targeting posttraumatic growth, with bereaved adults. Journal of Consulting and Clinical Psychology, 86, 518-532.
Jayawickreme, E.†, Tsukayama, E.†, & Kashdan, T. B. (2017). Examining the within-person effect of affect on daily satisfaction. Journal of Research in Personality, 71, 27-32.
Jayawickreme, E.†, Tsukayama, E.†, & Kashdan, T. B. (2017). Examining the effect of affect on life satisfaction judgments: A within-person perspective. Journal of Research in Personality, 68, 32-37.
Park, D., Tsukayama, E., Goodwin, G. P., Patrick, S., & Duckworth, A. L. (2017). A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. Contemporary Educational Psychology, 48, 16-27.
Blackie, L. E., Jayawickreme, E., Tsukayama, E., Forgeard, M. J., Roepke, A. M., Fleeson, W. (2017). Post-traumatic growth as positive personality change: Developing a measure to assess within-person variability. Journal of Research in Personality, 69, 22-32.
Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., & Duckworth, A. L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111, 728-744.
Park, D., Gunderson, E.A., Tsukayama, E., Levine, S.C., & Beilock, S.L. (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology, 108, 300-313.
Duckworth, A. L.†, & Tsukayama, E.† (2015). Domain Specificity in Self-Control. In C. B. Miller, R. M. Furr, A. Knobel, & W. Fleeson (Eds.), Character: New Directions from Philosophy, Psychology, and Theology (pp. 393-411). New York, NY: Oxford.
Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efﬁcacy on academic performance. Journal of School Psychology, 52, 295-308.
Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational underpinnings of perseverance and passion for long-term goals. Journal of Positive Psychology, 9, 306-312.
Tsukayama, E., Duckworth, A. L., & Kim, B. E. (2013). Domain-specific impulsivity in school-age children. Developmental Science, 16, 879-893.
Duckworth, A.L., Tsukayama, E., & Kirby, T. A. (2013). Is it really self-control? Examining the predictive power of the delay of gratification task. Personality and Social Psychology Bulletin, 39, 843-855.
Rozin, P., Guillot, L., Fincher, K., Rozin, A., & Tsukayama, E. (2013). Glad to be sad, and other examples of benign masochism. Judgment and Decision Making, 8, 439-447.
Duckworth, A.L., Kim, B.E., & Tsukayama, E. (2013). Negative life events impair self-control in adolescents. Frontiers in Developmental Psychology, 3, 1-12.
Tsukayama, E., Duckworth, A. L., & Kim, B. E. (2012). Resisting everything except temptation: Evidence and an explanation for domain-specific impulsivity. European Journal of Personality, 26, 318-334.
Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104, 439-451.
Duckworth, A. L., Weir, D., Tsukayama, E., & Kwok, D. (2012). Who does well in life? Conscientious adults excel in both objective and subjective success. Frontiers in Personality Science and Individual Differences, 3, 1-8.
Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181.
Kross, E., Duckworth, A. L., Ayduk, O., Tsukayama, E., & Mischel, W. (2011). Differential effects of self-distanced vs. self-immersed reflection for affect and cognition among children. Emotion, 11, 1032-1039.
Proctor, C. L., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths Gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. Journal of Positive Psychology, 6, 377-388.
Tsukayama, E., Toomey, S. L., Faith., M, & Duckworth, A. L. (2010). Self-control protects against overweight status in the transition from childhood to adolescence. Archives of Pediatrics & Adolescent Medicine, 164, 631-635.
Tsukayama, E., & Duckworth, A. L. (2010). Domain-specific temporal discounting and temptation. Judgment and Decision Making, 5, 72-82.
Duckworth, A.L.†, Tsukayama, E.†, & May, H. (2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychological and Personality Science, 1, 311-317.
Duckworth, A.L., Tsukayama, E., & Geier, A.B. (2010). Self-controlled children stay leaner in the transition to adolescence. Appetite, 54, 304-308.
†These authors contributed equally to this work
National Institutes of Health (NIH) F32 National Research Service Award (NRSA) (01/01/15-12/31/17)
$172,590 research grant from the National Institute of Aging (NIA)
Investigation: Who's Healthy, Wealthy, and Wise? Personality and Life Outcomes in Older Adults
Role: Primary Investigator
New Frontiers in the Psychology of Character Research Grant (08/01/11-07/31/13)
$165,483 research grant from Wake Forest University and the John Templeton Foundation
Investigation: Resisting Everything Except Temptation: A Longitudinal Study of Domain Specificity in Self-Control
*Professor Angela Lee Duckworth is the Primary Investigator (PI) of record because this grant required the PI to have a Ph.D. and be a faculty member at an accredited college or university