Valerie Sotardi

Senior Lecturer

University of Canterbury

New Zealand

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About

Valerie Sotardi is a Senior Lecturer at the University of Canterbury in New Zealand. Her research areas include perfectionism, student wellbeing, and academic stress management, with a focus on the experiences of university students. She has authored several articles examining the psychological and academic outcomes of students, particularly during the COVID-19 pandemic, and the effects of family financial socialisation on adolescents. Her work also explores themes of belonging and adjustment among diverse student populations.

Articles (16)

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2025

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2025

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2025

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2023

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2022

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2022

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2022

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2022

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2021

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2021

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2020

Collaborators (3)

Erik Brogt

Associate Professor

University of Canterbury

NEW ZEALAND

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Natalie Baird

Associate Professor

University of Canterbury

NEW ZEALAND

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Hilary Dutton

University of Canterbury

NEW ZEALAND

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Valerie Sotardi

Research Interests

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Articles (16)

Understanding perfectionism in first-year university students: examining psychological and academic outcomes through person- and variable-centred approaches

Rethinking Student Wellbeing in Higher Education: A Multifaceted Approach to Stress Management

The impact of perfectionism profiles on perceived academic achievement, self-compassion, and wellbeing among undergraduate students in New Zealand

Exploring Academic Stress and Coping Experiences Among University Students During the COVID-19 Pandemic

Family Financial Socialisation and its Impact on Financial Confidence, Intentions, and Behaviours among New Zealand Adolescents

Four Pillars of Help-Seeking Attitudes: Emotional, Societal, Cognitive, and Relational Insights From New Zealand Youth

Supporting Tertiary Educators: Insights from the COVID-19 Shift to Online Teaching and Learning and the Role of Senior Management

The impact of student self-disclosure on the stress and wellbeing of tertiary educators during the COVID-19 pandemic

On institutional belongingness and academic performance: mediating effects of social self-efficacy and metacognitive strategies

Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university.

First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment

Exploring Experiences and Academic Outcomes of First-Year University Students with and without Perceived Disabilities or Impairments

Influences on students’ interest in a legal career, satisfaction with law school, & psychological distress: trends in New Zealand

Adolescent stress, help‐seeking intentions, subjective achievement and life satisfaction in New Zealand: Tests of mediation, moderated mediation and moderation

Gender self-confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders

Influences of learning strategies on assessment experiences and outcomes during the transition to university

Collaborators (3)

Erik Brogt

Natalie Baird

Hilary Dutton

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