Bradley Gregory, PhDAssociate Professor, Psychology
Coordinator, Student Accessibility & ADA Services
Unit: Psychology, College of Humanities and Sciences
"You can choose your behavior, but you can't choose your consequence."
Teaching & Education
- PhD, North Carolina State University
- MA, University of North Carolina at Chapel Hill
- BA, North Carolina State University
You will learn with me when taking courses in General Psychology, Statistics, Research Methods, Health Psychology, Theories of Personality, Adolescent Development, and History & Systems in Psychology.
I received my Ph.D. in educational psychology from North Carolina State University in 2011, an M.A. in exercise physiology from the University of North Carolina in 2006, and a B.A. in psychology from North Carolina State University in 2003. I have taught at the college level in North Carolina, South Carolina, Utah, South Dakota, and Florida. I joined the NGU psychology department in 2021 and am currently focused on two lines of research: demographic and behavioral predictors of academic procrastination, and the effects of acute cardiovascular exercise on executive cognitive function. Prior to completing my doctoral studies, I worked in Behavioral Medicine at Duke University Hospitals on 3 federal grant-funded clinical trials which examined the effects of cardiovascular exercise on clinical depression, hypertension, and osteoarthritis. These studies lead to publications in the Journal of the American College of Cardiology, Archives of Internal Medicine, and Pain, respectively.
- Phillips, D. S., Hannon, J. C., Gregory, B. B., & Burns, R. D. (2019). The effect of vigorous physical activity on executive control in middle-school students. International Journal of Environmental Research and Public Health, 16(20), 1-10. https://doi.org/10.3390/ijerph16203949
- Phillips, D., Gregory, B. B., Hart, J., Dilworth, Q., Arville, P., & Burns, R. D. (2019). Effect of acute vigorous intensity physical activity on cognitive control in college-aged students. International Journal of Kinesiology in Higher Education. https://doi.org/10.1080/24711616.2019.1633708
- Vanhille, J., Gregory, B. B., & Corser, G. (2017). The effects of mood on writing apprehension, writing self-efficacy, and writing performance. Psi Chi Journal, 22(3), 221-230.
- Han, J., Schlieber, M., & Gregory, B. B. (2017). Associations of home and classroom environments with Head Start children’s code-related and oral language skills. Journal of Education for Students Placed at Risk, 22, 1-20.
- Thomson, M. M., & Gregory, B. B. (2013). Elementary teachers’ classroom practices and beliefs in relation to US science education reform: Reflections from within. International Journal of Science Education, 35(11), 1800-1823.
- DeCuir-Gunby, J. T., Grant, C., & Gregory, B. B. (2013). Developing the goal to become an engineer: The stories of African-American and Latina professors. Journal of Women and Minorities in Science and Engineering, 19(3), 209-225.
North Carolina State University – Doctoral dissertation support grant (2011)
I would highly encourage any students interested in cognitive development to check out the M&ND (Memory and Narrative Development) Laboratory directed by Dr. Lynne Baker-Ward, who was and remains the single-most influential educator from whom I have ever had the privilege of learning.
I would also direct all of my students to read about a friend and former colleague, Dr. Patty Slaughter, whose personal and professional work ethics I someday aspire to attain!
When asked which course I teach is my favorite, I honestly am not able to provide an honest answer other than by responding “They are all my favorite!” In all areas of psychology, and in all psychology courses, we are able to study and learn about human behavior. However, at NGU, I am also able to combine my faith with my teaching of psychology, which is absolutely vital because we are not able to fully study and learn about human behavior without first knowing and understanding The Model of human behavior, Jesus Christ. And that is what makes each course I teach my favorite: the platform provided by NGU that allows me to intentionally and unapologetically share the Truth of Jesus Christ (“I am the Way, the Truth, and the Life. No one comes to the Father except through me.” – John 14:6) as the overall framework upon which I build my course content.
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