Dr. Kevin F. Kaeochinda obtained a Ph.D. in Developmental Psychology in 2012 at UC Riverside.

Dr. Kaeochinda teaches psychology in face-to-face, online, and hybrid method classes in the department of behavioral sciences. Specifically, Kevin teaches lifespan development, developmental psychology, adult aging & development, cognitive processes, cognitive development, statistics for study of behavior, research methods, advanced research methods, parent and family relations, psychology of video games, writing in APA, industrial/organizational psychology, and sports psychology. His research interest is in the transition from adolescence to adulthood (emerging adulthood), multicultural families psychology including support and communication between parent-child, cognitive psychology, and mental health related to virtual reality (VR) and technology.


  • Associate Professor, Marymount California University, 2019-Present
  • Assistant Professor, Marymount California University, 2014-2019
  • Adjunct Professor, Marymount California University, 2012-2014
  • Adjunct Professor, CSUSB, 2012-2013
  • Ph.D. in Developmental Psychology from UC Riverside in 2012
  • University Teaching Certificate from UC Riverside in 2012
  • Masters in Psychology from UC Riverside in 2009
  • BA in Psychology from UC Irvine in 2004
"My teaching philosophy focuses on creating an engaging learning environment in which students can thrive and on delivering course material in ways that inspire students to heighten their curiosity and apply the acquired knowledge beyond the classroom"
- Dr. Kaeochinda

Selected student evaluations

Cognitive Processes, Fall 2020: “This is one of the of the best psychology classes I have taken. He is an amazing professor, all assignments are well explained, relate directly to our material, [and] he gives us weeks in advanced notice on everything and he put everything in the calendar at the beginning of the semester, gave only useful knowledge homework, discussions were fun and exciting. He recorded all lectures and posted them with the slides immediately after class. He went above and beyond everyday, genuinely wanted us to do well and learn. He even made us checklists! I can’t thank him enough for using the online calendar!”

Psychology of Video Games, Spring 2020: “I liked BEST about this course was how it was taught by Professor Kaeochinda. Not only is he invested in the content he is teaching, but he is also eager to ensure every student comprehends every piece of information provided. He is by far, one of the BEST Professors MCU has to offer!!”

Industrial/Organizational Psychology, Spring 2018: “[He] helped me to critically observe workplace environments and what could help people be happier and less stressed at work… Is a great professor overall, he cares about his students so much and dedicates himself to our learning.”

Adult Development & Aging, Spring 2016: “I think that this course allowed me to think about the future of my family members as well as myself. I think that this course allowed me to truly think about what I would want to do better as I get older… [Kevin is a] person with a strong drive and warmth. I respect Professor Kaeochinda. “

Statistics for Study of Behavior, Fall 2014: “Dr. Kaeochinda is an excellent professor, one who truly appreciates both the students and education. [He] was always willing to stay after class to help and flexible with office ours. He is great! and I am taking him again next semester.”

Cognitive Development, Spring 2014: “The professor takes his time to explain the material in detail. And, always make sure we understand before he moves on… Dr. Kaeochinda’s teaching skills are very different from other professor I’ve taken. He’s able to present information in a level of understanding which I’ve learned to apply to other subjects, and has helped me in improving my grades.”

From social media & correspondences

Diversity in teaching

Diversity in teaching and research is a vital component in any successful practicum. I believe two components are vital to creating a successful university environment: (1) promotion of diversity and ethical practices in the classroom and (2) creation of programs that integrate both non-international and international students as well as students of all abilities and backgrounds.
- Dr. Kaeochinda

Dr. K was the Psi Chi faculty advisor for Marymount California University since 2017

Research and more

Dr. Kaeochinda’s research (ORCID) ID is: 0000-0001-8772-0876

Link: PDF

This study aimed to test a novel approach to improve medication adherence by using a low-cost virtual reality (VR) experience to educate people with HIV about their illness. We hypothesized that people with HIV would be more likely to be compliant with the treatment following the 7-minute experience and, therefore, should have decreasing viral load (VL), increasing cluster of differentiation 4+ (CD4+) cell counts, and improved self-reported adherence.

PubMed Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6610452/

Link: PDF

Parental support is a central construct in research on parenting and parent-adolescent relationships, yet there is little research that examines youths’ interpretation and understanding of parental support. Further, although there is reason to believe that such understandings of parental support may vary culturally, there is little work that examines such cultural variability across or within ethnic groups. Many studies have shown that parental support is beneficial for youth both crossnationally and among some immigrant groups in the United States, but few have examined parental support in different Asian American ethnic subgroups (e.g., Chinese and Filipino Americans).

APA Link: https://psycnet.apa.org/record/2010-09891-004

Link: PDF

Laboratory tests of event-based prospective memory (ProM) require participants to perform actions in response to infrequent cues in a background task. We conducted three experiments to assess and improve the reliability of this popular procedure. In Experiment 1, we tested college students on 2 separate days and found that the alternate-forms reliability of ProM accuracy was quite low (r = .31), although general knowledge accuracy was more reliable (r = .89). In Experiment 2, a statistically significant difference in reliability emerged between conditions with a low (n = 6) versus a high (n = 30) number of ProM targets. Finally, lower ProM accuracy increased reliability in Experiment 3. Adopting these straightforward changes may enhance the search for individual differences in ProM. 

APA Link: https://psycnet.apa.org/record/2007-06253-014

Sample Presentation from the 6th Biennial SSEA Conference

Mentor, advisor, and support for students

WPA 2019
Advanced Research and Assessment

Learning goes beyond the classroom

Certification and training

Dr. Kaeochinda has obtained a University Teaching Certificate from UC Riverside in 2011. This includes curriculum building, student-centered lesson planning, classroom management, teaching strategies at the university level, and working with a diverse student population.

Dr. Kaeochinda has obtained a WHO (Web-enhanced, Hybrid, and Online) Training Certificate from Marymount California University in 2013. This includes training for curriculum development and classroom management in the online/hybrid setting, student online support and engagement, and assessment using online tools.

Most Patient Professor

More about Kevin

Kevin has been married to his wife, Sandy, for over 7 years. He also loves nature and traveling.

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