Chris Hulleman
Silverman, D. M., Rosario, R. J., Wormington, S. V., Tibbetts, Y., Hulleman, C. S., & Destin, M. (2023). Race, academic achievement and the issue of inequitable motivational payoff. Nature Human Behaviour. https://doi.org/10.1038/s41562-023-01533-9. (PDF)
Sutter, C. C., Hulleman, C. S., Givvin, K. B., & Tucker, M. (2022). Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics. Learning and Individual Differences, 93 (2022). (PDF)
Getty, S., Barron, K.E., & Hulleman, C. S. (In press). Five Steps to improving student motivation in your college courses. Journal of Excellence in College Teaching. (PDF)
Yeager, D.S., Carroll, J.M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C. S., Kudym, M., Murphy, M., Duckworth, A., Walton, G.M., & Dweck, C.S. (In press). Teacher mindsets help explain where a growth mindset intervention does and doesn’t work. Psychological Science. (PDF)
Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000663 (PDF)
Getty, S.R., Barron, K.E. & Hulleman, C.S. (2021). What is the role of motivation in social and emotional learning? In N. Yoder and A. Skoog-Hoffman (Eds.) Motivating the SEL Field Forward Through Equity: Advances in Motivation and Achievement (Vol. 21, pp. 23-41). Emerald Publishing. https://doi.org/10.1108/S0749-742320210000021002 (PDF)
*Williams, C. L., *Hirschi, Q., Hulleman, C. S., & Roksa, J. (2021). Belonging in STEM: Growth Mindset as a Filter of Contextual Cues. International Journal of Community Well-Being, 1-37. https://doi.org/10.1007/s42413-021-00111-z (PDF)
Gaspard, H., *Wille, E., Wormington, S. V., & Hulleman, C. S.(2019). How are Upper Secondary School Students’ Expectancy-Value Profiles Associated With Achievement and University STEM Major? A Cross-Domain Comparison. Contemporary Educational Psychology, 58, 149-162. (PDF)
Hulleman, C. S., & Harackiewicz, J. M. (In press). The utility-value intervention. To appear in: Walton, G. W., & Crum, A. (Eds.). Handbook of wise interventions: How social-psychological insights can help solve problems. (PDF)
Williams, C., *Hirschi, Q., *Sublett, K., Hulleman, C. S., & Wilson, T. (In press). A Brief Social Belonging Intervention Improves Academic Outcomes for Minoritized High School Students. Motivation Science. (PDF)
Brisson, B. M., Hulleman, C. S., Häfner, I., Gaspard, H., Flunger, B., Dicke, A-. L., Trautwein, U., & Nagengast, B. (2020). Who sticks to the instructions – and does it matter? Antecedents and consequences of intervention fidelity within a classroom-based relevance intervention. Zeitschrift für Erziehungswissenschaft. (PDF)
Francis, M., Wormington, S., V., & Hulleman, C. S. (2019). The costs of online learning: Examining tradeoffs between motivation and academic performance in community college math. Frontiers in Psychology, 10:2054. (PDF)
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J., Crosnoe, R., Muller, C., . . . Dweck, C. S. (2019). A national study reveals where a growth mindset improves adolescent achievement. Nature. (PDF)
Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S. (2019). More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. Journal of Educational Psychology, 112(1), 166-182.(PDF)
*Rosenzweig, E. Q., Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Wigfield, A. (2019). Promises and pitfalls of adapting utility value interventions for online math courses. Journal of Experimental Education, 87(2), 332-352. (PDF)
*Kosovich, J. J., Hulleman, C. S., Phelps, J., & Lee, M. (2019). Improving algebra success with a utility value intervention. Journal of Developmental Education. (PDF)
Pas, E., Johnson, S., Debnam, K., Hulleman, C., & Bradshaw, C.P. (2019). Examining the relative utility of PBIS implementation fidelity scores in relation to student outcomes. Remedial and Special Education, 40(1), 6-15. (PDF)
Nagengast, B., Brisson, B. M., Hulleman, C. S., Gaspard, H., Häfner, I., & Trautwein, U. (2018). Learning More From Educational Intervention Studies: Estimating Complier Average Causal Effects in a Relevance Intervention. The Journal of Experimental Education, 86(1), 105-123. (PDF)
Getty, S.G., Hulleman, C. S., Barron, K.E., Ruzek, E. R., Flake, J. K., & Foley, K. (2017). Using the Expectancy-Value-Cost Theory of Motivation to Understand Student Achievement and Future Interest in STEM Classrooms [White paper]. (PDF)
Barron, K. E., Hulleman, C. S., Getty, S. G., & Taylor, J. (2017). Expectancy-value-cost survey of student motivation: User guide. Charlottesville, VA: The Motivate Lab. (PDF)
Kosovich, J. J., Hulleman, C. S., & Barron, K. E. (2017). Measuring motivation in educational settings: A Case for pragmatic measurement. To appear in K. A. Renninger and S. E. Hidi (Eds.), The Cambridge Handbook on Motivation and Learning (pp. 39-60). New York, NY: Routledge. (PDF)
Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. Invited chapter to appear in A. J. Elliot, C. S. Dweck, & D. Y. Yeager (Eds.), Handbook of competence and motivation (2nd Edition: Theory and Application, pp. 43-60). Guilford Press: New York, NY.
Hulleman, C. S., Dicke, A., Thoman, D., & Harackiewicz, J. M. (2017). The promotion and development of interest: Contextual influences. Invited chapter to appear in P. A. O’Keefe, J. M. Harackiewicz (Eds.), The psychological science of interest: Exploring its functions, forms, and formation (pp. 189-208). Springer. (PDF)
Murrah, W. M., *Kosovich, J. J., & Hulleman, C. S. (2017). Measuring fidelity in educational settings. In G. Roberts, S. Vaughn, T. Beretvas, & V. Wong (Eds.), Treatment fidelity in studies of educational intervention (pp. 39-60). New York: Routledge (PDF)
Kosovich, J. J., Flake, J. K., & Hulleman, C. S. (2017). Understanding short-term motivation trajectories: A parallel process model of expectancy-value motivation. Contemporary Educational Psychology, 49, 130-139.(PDF)
Rozek, C. S., Svoboda, R. C., Harackiewicz, J. M., Hulleman, C. S., & Hyde, J. S. (2017). A utility-value intervention with parents increases students’ STEM preparation and career pursuit. Proceedings of the National Academy of Sciences (PNAS), 114, 909-914. (PDF)
Hyde, J. S., Canning, E. A., Rozek, C. S., Clarke, E., Hulleman, C. S., & Harackiewicz, J. M. (2017). The role of mothers’ communication in promoting motivation for math and science course-taking in high school. Journal of Research on Adolescence, 27(1), 49-64. (PDF)
Hulleman, C. S., *Kosovich, J. J., Barron, K. E., & Daniel, D. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387-404. (PDF)
Hulleman, C. S., Barron, K. E., *Kosovich, J. J., & Lazowski, R. (2016). Expectancy-value models of achievement motivation in education. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems in the Twenty-First century: Theory, research, and applications (pp. 241-278). Springer International Publishing. (PDF)
Hulleman, C. S., & Barron, K. E. (2016). Motivation interventions in education: Bridging theory, research, and practice. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (pp. 160-171), 3rd Ed. (2016). Routledge, Taylor and Francis: New York, NY. (PDF)
Lazowski, R.A., Barron, K.E., Kosovich, J.J., & Hulleman, C.S. (2016, Fall). Are we ready to recommend a college readiness index? A reply to Gaertner and McClarty (2015), Educational Measurement: Issues and Practice, 35, 26-29. (PDF)
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analysis. Review of Educational Research, 86(2), 602-640. (PDF)
Robinson, C., Yeomans, M., Reich, J., Hulleman, C., & Gehlbach, H. (2016). Forecasting student achievement in MOOCs with natural language processing. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 383-387. (PDF)
Yeager, D.S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O’Brien, J., Flint, K., Roberts, A., Trott, J., Walton, G., & Dweck, C. (2016). Designing Social-Psychological Interventions for Full-Scale Implementation: The Case of Growth Mindset During the Transition to High School. Journal of Educational Psychology, 108(3), 374-391. (PDF)
Rimm-Kaufman, S. E., & Hulleman, C. S. (2015). Social and emotional learning in elementary school settings: Identifying mechanisms that matter. In: J. P. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), The Handbook of social and emotional learning: Research and practice (pp. 151-166). Guilford Press. (PDF)
Barron, K. E., & Hulleman, C. S. (2015). Expectancy-Value-Cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences, 2nd edition (Vol. 8, pp. 503-509). Oxford: Elsevier Ltd. doi:10.1016/B978-0-08-097086-8.26099-6 (PDF)
Durik, A. M., Hulleman, C. S., & Harackiewicz, J. M. (2015). One size fits some: Instructional enhancements to promote interest don’t work the same for everyone. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 49-62). Washington, DC: American Educational Research Association. (PDF)
Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36(3), 320-338. (PDF)
Flake, J., Barron, K. E., Hulleman, C. S., McCoach, D. B., & Welsh, M. E. (2015). Measuring cost: The Forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244. (PDF)
Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. Journal of Early Adolescence, 35(5-6), 790-816. (PDF)
*Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2014). Using indices of fidelity to SEL intervention components to identify active ingredients. Advances in SEL Research, 8(1), 4-5. (PDF)
Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2014). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-206. (PDF)
Hulleman, C. S., Rimm-Kaufman, S. E., & *Abry, T. D. S. (2013). Whole-part-whole: Construct validity, measurement, and analytical issues for fidelity assessment in education research. In T. Halle, A. Metz, and I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 65-93). Baltimore, MD: Paul H. Brookes Publishing Co. (PDF)
Senko, C., & Hulleman, C. S. (2013). The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, 105(2), 504-521. (PDF)
Nelson, M. C., Cordray, D. S., Hulleman, C. S., Darrow, C. L., & Sommer, E. C. (2012). A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions. Journal of Behavioral Health Services and Research, 39(4), 374-396. (PDF)
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents motivate their teens in mathematics and science: An experimental test. Psychological Science, 23(8), 899-906. (PDF)
Recipient of the 2013 Robert B. Cialdini Award “for the publication that best explicates social psychological phenomena principally through the use of field research methods and settings and that thereby demonstrates the relevance of the discipline to communities outside of academic social psychology” from the Society of Personality and Social Psychology.
Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47. (PDF)
Hulleman, C. S., & Senko, C. (2010). Up around the bend: Forecasts for achievement goal theory and research in 2020. Invited chapter in T. C. Urdan & S. A. Karabenick (Eds.), Advances in motivation and achievement, Vol. 16A (pp. 71-104), Emerald: Bingley, UK. (PDF)
Hulleman, C.S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895. (PDF)
Harackiewicz, J.M., & Hulleman, C. S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4(1), 42-52. (PDF)
Hulleman, C. S., & Barron, K. E. (2010). Teacher motivation and performance pay: Separating myth from reality. Phi Delta Kappan, 91(8), 27-31. (PDF)
Hulleman, C.S., Schrager, S.M., Bodmann, S.M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449. (PDF)
Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412. (PDF)
Darnon, C., Butera, F., Mugny, G., Quiamzade, A., & Hulleman, C. S. (2009). “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education, 4, 423-434. (PDF)
Hulleman, C. S., & Cordray, D. S. (2009). Moving from the lab to the field: The Role of fidelity and achieved relative intervention strength. Journal of Research on Educational Effectiveness, 2, 88-110. (PDF)
Bodmann, S. M., Hulleman, C. S., & Harackiewicz, J. M. (2008). Achievement goal systems: An application of goal systems theory to achievement goal research. International Review of Social Psychology, 21, 71-96. (PDF)
Hulleman, C. S., Durik, A.M., Schweigert, S., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An Integrative analysis. Journal of Educational Psychology, 100, 398-416. (PDF)
Barron, K.E. & Hulleman, C.S. (2006). Is there a formula to help understand and improve student motivation? Essays from E-xcellence in Teaching, Volume 8. (PDF)
Yoi Tibbetts
Silverman, D. M., Rosario, R. J., Wormington, S. V., Tibbetts, Y., Hulleman, C. S., & Destin, M. (2023). Race, academic achievement and the issue of inequitable motivational payoff. Nature Human Behaviour. https://doi.org/10.1038/s41562-023-01533-9 (PDF)
Hecht, C.A., Harackiewicz, J.M., Priniski, S.J., Canning, E.A., Tibbetts, Y., Hyde, J.S. (in press). Promoting Retention in the Biological and Medical Sciences: A Long-Term Follow-Up of a Utility-Value Intervention. Journal of Educational Psychology.
Priniski, S.J., Rosenzweig, E.A., Hecht, C.A., Canning, E.A., Tibbetts, Y., Hyde, J.S., Harackiewicz, J.M. (2018). The Benefits of Combining Value for the Self and Others in Utility-Value Interventions. Journal of Educational Psychology.
Seyranian, V., Madva, A., Duong, N., Abramzon, N., Tibbetts, Y., Harackiewicz, J.M. (2018) The Longitudinal Effects of STEM Identity and Gender on Flourishing and Achievement in College Physics. International Journal of Stem Education. (PDF)
Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility value intervention. Journal of Educational Psychology.
Rosenzweig, E.Q., Harackiewicz, J.M., Priniski, S.J., Hecht, C., Canning, E.A., Tibbetts, Y., Hyde, J.S. (in press). Choosing Your Own Intervention: Using Choice to Enhance the Effectiveness of a Utility-Value Intervention. Motivation Science.
Tibbetts, Y., Priniski, S. J., Hecht, C. A., Borman, G. D., & Harackiewicz, J. M. (2018). Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges. Frontiers in Psychology, 9, 502.
Tibbetts, Y. (in press). Independence. In: Virgil Zeigler-Hill & Todd K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences, 1st Ed. Switzerland: Springer International Publishing.
Tibbetts, Y., Harackiewicz, J. M., Priniski, S. J., & Canning, E. A. (2016). Broadening participation in the life sciences with social–psychological interventions. Cell Biology Education-Life Sciences Education, 15(3), es4, 1-10.
Tibbetts, Y., Harackiewicz, J. M., Canning, E. A., Boston, J. S., Priniski, S. J., & Hyde, J. S. (2016). Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students. Journal of personality and social psychology, 110(5), 635. (PDF)
Harackiewicz, J.M., Canning, E., Tibbetts, Y, Priniski, S.J., Hyde, J. (2015). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology. Advanced online publication. (PDF)
Tibbetts, Y.,Canning, E. A.,& Harackiewicz, J. M. (2015). Academic motivation and performance: Task value interventions. International Encyclopedia of the Social & Behavioral Sciences, 2nd Ed (Vol. 1, pp37-42).
Harackiewicz, J. M., Tibbetts, Y.,Canning, E. A.,& Hyde, J. S.(2014). Harnessing values to promote motivation in education. In Karabenick, S., & Urdan, T. (Eds.) Advances in Motivation and Achievement, (Vol. 18, pp. 71-105). Bingley, UK: EmeraldGroup Publishing. (PDF)
Harackiewicz, J.M., Canning, E., Tibbetts, Y,Giffen, C.J., Blair, S., Rouse, D., Hyde, J. (2014). Closingthe social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology 106(2), 375-389.
Dustin Thoman
Murphy, M.C., Mejia, A., Mejia, J., Yan, X., Cheryan, S., Dasupta, N., Destin, M., Fryberg, S.A., Garcia, J.A., Haines, E.L., Harackiewicz, J.M., Ledgerwood, A., Moss-Racusin, C.A. Park. L.E., Perry, S.P., Ratliff, K.A., Rattan, A., Sanchez, D.T., Savani, K., Sekaquaptewa, D., Smith, J.L, Jones Taylor, V., Thoman, D.B., Wout, D.A., Mabry, P.L., Ressl, S., Diekman, A., Pestilli, F. (in press, accepted July 2020). Open science, communal culture, and women’s participation in the movement to improve science. PNAS.
Zambrano, J., Lee., G., Leal., C., & Thoman, D.B. (2020). Highlighting prosocial affordances of science in textbooks to sustain science interest. CBE Life Science Education, 19:ar 24, 1-13. doi: 10.1187/cbe.19-09-0176
Thoman, D.B., Sansone, C., Robinson, J.A., & Helm, J.L. (2019). Implicit theories of interest regulation. Motivation Science. Advance online publication. doi:10.1037/mot0000160
Thoman, D.B., *Lee, G.A., *Zambrano, J., Geerling, D.M., Smith, J.L., & Sansone, C. (2019). Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model. Group Processes and Intergroup Relations, 22, 330-355. doi: 10.1177/1368430219838337
LaMeres, B.J., Burns, M.S., Thoman, D.B., & Smith, J.L. (2019). The role of goal congruity on student motivation in electrical engineering. IEEE Transactions on Education. doi: 10.1109/TE.2019.2897265
Thoman, D.B. & *Leal, C.C. (in press, accepted June 2018). Interest. To be published in A. Scarantino (Ed.) Handbook of emotion theory. Routledge.
+Jackson, M.C., *Leal, C.C., Thoman, D.B., & *Zambrano, J. (2019). Talking about science interest: The importance of feedback appraisals when students talk about their interest in STEM. Social Psychology of Education, 22, 149-167. doi: 10.1007/s11218-018-9469-3
+Allen, J., Smith, J.L., Thoman, D.B., & Walters, R. (2018). Fluctuating team science: Perceiving science as collaborative improves science student motivation. Motivation Science, 4, 347-361.doi: 10.1037/mot0000099
Sansone, C. Geerling, D.M., Thoman, D.B., & Smith, J.L. (2018). Self-regulation of motivation: Theory and applications. In A. Renninger & S. Hidi (Eds.). The Cambridge Handbook of Motivation and Learning. Cambridge.
Beigman Klebanov, B., Priniski, S., Burstein, J., Gyawali, B. Harackiewicz, J., Thoman, D.B. (2018). Utility-value score: A case study in system generalization for writing analytics. The Journal of Writing Analytics, 2, 285-313.
Thoman, D.B., *Muragishi, G.A., & Smith, J.L. (2017) Research microcultures as socialization contexts for underrepresented science students. Psychological Science, 28, 760-773. doi: 10.1177/0956797617694865
Thoman, D.B., Sansone, C., & Geerling, D. (2017). The dynamic nature of interest: Embedding interest within self-regulation. In P.A. O’Keefe & J.M. Harackiewicz (Eds.) The Science of Interest (pp. 27-47). Springer.
Hulleman, C.S., Thoman, D.B., Dicke, A.L., & Harackiewicz, J.M. (2017). The promotion and development of interest: The importance of perceived values. In P.A. O’Keefe & J.M. Harackiewicz (Eds.) The Science of Interest (pp. 189-208). Springer.
+Jackson, M.C., Galvez, G., *Landa, I., Buonora, P., & Thoman, D.B. (2016). Science that matters: The importance of a cultural connection in underrepresented students’ science pursuit. CBE Life Sciences Education, 15: ar42, 1-12. doi:10.1187/cbe.16-01-0067
Thoman, D.B. & Sansone, C. (2016). Gender bias triggers diverging science interests between women and men: The role of activity interest appraisals. Motivation and Emotion, 40, 464-477. doi: 10.1007/s11031-016-9550-1
Thoman, D.B., +Brown, E.R., Mason, A.Z., Harmsen, A.G., & Smith, J.L. (2015). The role of altruistic values in motivating underrepresented minority students for biomedicine. BioScience, 65, 183-188. doi: 10.1093/biosci/biu199
+Allen, J., *Muragishi, G.A., Smith, J.L., Thoman, D.B., & +Brown, E.R. (2015). To grab and to hold: Cultivating communal goals to overcome cultural and structural barriers in first generation college students’ science interest. Translational Issues in Psychological Science, 1, 331-341. doi: 10.1037/tps0000046
+Brown, E.R., Smith, J.L., Thoman, D.B., +Allen, J., & *Muragishi, G. (2015). From bench to bedside: A communal utility value intervention to enhance students’ science motivation. Journal of Educational Psychology, 107, 1116-1135. doi: 10.1037/edu00000033
Sansone, C., Thoman, D.B., & Fraughton, T. (2015). The relation between interest and self-regulation in mathematics and science. In K.A. Renninger, M. Neiswandt, & S. Hidi (Eds.) Interest in mathematics and science learning (pp.111-131). Washington, DC: American Educational Research Association.
+Brown, E.R., Thoman, D.B., Smith, J.L., & Diekman, A.B. (2015). Closing the communal goal gap: The importance of communal affordances in science career motivation. Journal of Applied Social Psychology, 45, 662-673. doi: 10.1111/jasp.12327
Smith, J.L., +Brown, E.R., Thoman, D.B., & Deemer, E.D. (2015). Losing its expected communal value: How stereotype threat undermines women’s identity as research scientists. Social Psychology of Education, 18, 443-466. doi: 10.1007/s11218-015-9296-8
Thoman, D.B., *Arizaga, J.A., Smith, J.L., *Story, T.S., & *Soncuya, G.A., (2014). The grass is greener in non-STEM: Examining the role of competing belonging in undergraduate women’s vulnerability to being pulled away from science. Psychology of Women Quarterly, 38, 246-258. doi: 10.1177/0361684313499899
Smith, J.L., Deemer, E.D., Thoman, D.B., & *Zazworsky, L. (2014). Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research. Motivation and Emotion, 38, 496-512. doi: 10.1007/s11031-013-9388-8
Deemer, E.D., Thoman, D.B., Chase, J.P., & Smith, J.L. (2014). Feeling the threat: Stereotype threat as a contextual barrier to women’s science career choice intentions. Journal of Career Development, 41, 141-158.. doi: 10.1177/0894845313483003
Deemer, E.D., Smith. J.L., Thoman, D.B., & Chase, J.P. (2014). Precision in career motivation assessment: Testing the subjective science attitude change measures. Journal of Career Assessment, 22, 489-504. doi: 10.1177/1069072713498683
Thoman, D.B., Smith, J.L., +Brown, E.R., Chase, J.P., & *Lee, J.K. (2013). Beyond performance: The motivational experience model of stereotype threat. Educational Psychology Review, 25, 211-243. doi: 10.1007/s10648-013-9219-1
Thoman, D.B., Sansone, C., Fraughton, T. & Pasupathi, M. (2012). How students socially evaluate interest: Peer responsiveness influences evaluation and maintenance of interest. Contemporary Educational Psychology, 37, 254-265. doi: 10.1016/j.cedpsych.2012.04.001
Sansone, C., Smith, J.L., Thoman, D.B., & MacNamara, A. (2012). Regulating interest when learning online: Potential motivation and performance trade-offs. The Internet and Higher Education, 15, 141-149. doi:10.1016/j.iheduc.2011.10.004
Amburgey, J.W. & Thoman, D. (2012). Dimensionality of the revised new ecological paradigm: Issues of factor structure and measurement. Environment and Behavior, 2, 238-259. doi:10.1177/0013916511402064
Thoman, D.B., Smith, J.L., & Silvia, P.J. (2011). The resource replenishment function of interest. Social Psychological and Personality Science, 2, 592-599. doi: 10.1177/1948550611402521
Sansone, C., Thoman, D.B., & Smith, J.L. (2010). Interest and Self-Regulation: Understanding individual variability in choices, efforts, and persistence over time. In R. Hoyle (Ed.) Handbook of Personality and Self-Regulation (pp. 192-217). Malden, MA: Blackwell.
Uchino, B.N., Thoman, D., & Byerly, S. (2010). Inference patterns in theoretical social psychology: Looking back as we move forward. Social and Personality Psychology Compass, 4, 417-427. doi: 10.1111/j.1751-9004.2010.00272.x
Holt-Lunstad, J., Birmingham, W., Howard, A., & Thoman, D. (2009). Married with children: The influence of parental status and gender on ambulatory blood pressure. Annals of Behavioral Medicine 38, 170-179. doi:10.1007/s12160-009-9152-1
Thoman, D.B., White, P.H., Yamawaki, N., & Koishi, H. (2008). Variations of gender-math stereotype content affect women’s vulnerability to stereotype threat. Sex Roles, 58, 702-712. doi: 10.1007/s11199-008-9390-x
Thoman, D.B., Sansone, C., & Pasupathi, M. (2007). Talking about interest: Exploring the role of social interaction for regulating motivation and the interest experience. Journal of Happiness Studies, 8(3), 335-370. doi: 10.1007/s10902-006-9016-3
Sansone, C., & Thoman, D.B. (2006). Maintaining activity engagement: Individual differences in the process of self-regulating motivation. Journal of Personality, 74(6), 1697-1720. doi: 10.1111/j.1467-6494.2006.00425.x
Sansone, C., & Thoman, D.B. (2005). Does how we feel affect what we learn?: Some answers and new questions. Learning and Instruction, 15, 507-515. doi:10.1016/j.learninstruc.2005.07.015
Sansone, C., & Thoman, D.B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10(3), 175- 186. doi: 10.1027/1016-9040.10.3.175
Kenn Barron
Barron, K.E., Hulleman, C.S., Hartka, T., & Inouye, R.B. (under review). Using improvement science to design and scale up social psychological interventions in schools: The case of the growth mindset app.
Tibbetts, Y., Best, M.T., Hulleman, C.S., Barron, K.E., Nesterak, E., & Hicks, T. (under review). Measuring the “mental side” of sports. Paper submitted to the 14th annual Massachusetts Institute of Technology’s Sport Analytic Conference sponsored by ESPN.
Hulleman, C.S., Getty, S., Barron, K.E., Lazowski, R.A., Ruzek, E., Kosovich, J.J., Stuhlsatz, M. & Taylor, J. (under review). Validating a rapid measure of expectancy-value-cost motivation in high school science.
Best, M.T., Diener, J.L., Barron, K.E., & Frana, P.L. (accepted). Mindsets and motivation in honors advising. National Collegiate Honors Council Teaching and Learning Monograph, 4.
Rosenzweig, E.O., Hulleman, C.S., Barron, K.E., Kosovich, J.J., Priniski, S.J., & Wigfield, A. (2019). Promises and pitfalls of adapting utility value interventions for online math courses. Journal of Experimental Education. DOI: 10.1080/00220973.2018.1496059
Kosovich, J.J., Hulleman, C.S, & Barron, K.E. (2019). Measuring motivation in educational settings: A case for pragmatic measurement. In S. Hidi & K.A. Renninger’s (Eds.) Cambridge Handbook on Motivation and Learning. Cambridge, UK: Cambridge University Press.
Devine, P.G., Tauer, J.M., Barron, K.E., Elliot, A.J., Vance, K.M., & Harmon-Jones, E. (2019). Moving beyond attitude change in the study of dissonance-related processes: An update on the role of discomfort. In E. Harmon-Jones (Ed.), Cognitive dissonance: Progress on a pivotal theory in social psychology (2nd Ed.). Washington, DC: American Psychological Association.
Barron, K.E., Hulleman, C.S., Getty, S.G., & Taylor, J. (2017). Expectancy-value-cost survey of student motivation: User guide. Retrieved from the University of Virginia: Charlottesville, VA. (PDF)
Getty, S.G., Hulleman, C.S., Barron, K.E., Ruzek, E.R., Flake, J.K., & Foley, K. (2017). Using the Expectancy-Value-Cost Theory of Motivation to Understand Student Achievement and Future Interest in STEM Classrooms [White paper]. Retrieved from the University of Virginia: Charlottesville, VA. [http://curry.virginia.edu/research/labs/motivatelab]
Hulleman, C.S., Kosovich, J.J., Barron, K.E., & Daniel, D.B. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109, 387-404.
Hulleman, C.S., Barron, K.E., Kosovich, J.J., & Lazowski, R.A. (2016). Current theories, constructs, and interventions within an expectancy value framework. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications, 1st edition (pp. 241-278). Springer International Publishing.
Lazowski, R.A., Barron, K.E., Kosovich, J.J., & Hulleman, C.S. (2016). Are we ready to recommend a college readiness index?: A reply to Gaertner and McClarty (2015). Educational Measurement: Issues and Practice, 35, 26-29.
Barron, K.E., & Hulleman, C.S. (2015). Expectancy-value-cost model of motivation. In J.D. Wright (Ed.), International encyclopedia of the social & behavioral sciences, 2nd edition (Vol. 8, pp. 503-509). Oxford: Elsevier. DOI:10.1016/B978-0-08-097086-8.26099-6
Flake, J.K., Barron, K.E., Hulleman, C.S, McCoach, D.B., & Welsh, M. (2015). Measuring cost: The forgotten component of the Expectancy-Value model of motivation. Contemporary Educational Psychology, 41, 232-244.
Hulleman, C.S., & Barron, K.E. (2015). Motivation interventions in education: Bridging theory, research, and practice. In L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology, 3rd edition (pp. 160-171). New York, NY: Routledge, Taylor and Francis.
Kosovich, J.J., Hulleman, C.S., Barron, K.E., & Getty, S. (2015). A practical measure of student motivation: Validity evidence for the Expectancy-Value-Cost Scale in middle school. Journal of Early Adolescence, 35, 790-816.
Barron, K.E. (2014). First year advising. In R.L. Miller & J.G. Irons (Eds.). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/academic-advising-2014-vol1
Barron, K.E., & Apple, K.J. (2014). Debating curricular strategies for teaching statistics and research methods: What does the current evidence suggest? Teaching of Psychology, 41, 187-194.
Barron, K. E., & Powell, D. N. (2014). Options on how to organize and structure advising. In R.L. Miller & J.G. Irons (Eds.). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/academic-advising-2014-vol1
MacDonald, S.K., Williams, L.M., Lazowski, R.A., Horst, S.J., & Barron, K.E. (2014). Faculty attitudes toward general education assessment: A qualitative study about their motivation, Research and Practice in Assessment, 9, 74-90.
Baranik, L.E., Lau, A.R., Stanley, L. J., Barron, K.E., & Lance, C.E. (2013). Achievement goals in organizations: Is there support for mastery-avoidance? Journal of Managerial Issues, 25, 46-61.
Buch, K., & Barron, K.E. (2012), Preface. In K. Buch & K. Barron (Eds), Discipline-centered learning communities: Creating connections among students, faculty, and curricula (pp. 1-4). New Directions for Teaching and Learning. Jossey-Bass.
Bounoua, L., Cury, F., Regner, I., Huguet, P., Barron, K.E., & Elliot, A.J. (2012). Motivated use of information about others: Linking the 2 x 2 achievement goal model to social comparison propensities and processes. British Journal of Social Psychology, 51, 626-641.
Barron, K.E., & Butler, J. (2011). Working with students to promote engagement in departmental and university-wide assessment. In R.L. Miller, E. Amsel, B.M. Kowalewski, B.C. Beins, K.D. Keith & B.F. Peden (Eds.), Promoting student engagement (Vol. 1, pp. 282-285). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/pse2011/index.php
Buch, K., & Barron, K.E. (2011). Engaging students through curricular-based learning communities. In R.L. Miller, E. Amsel, B.M. Kowalewski, B.C. Beins, K.D. Keith & B.F. Peden (Eds.), Promoting student engagement (Vol. 1, pp. 63-69). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/pse2011/index.php
Baranik, L.E., Barron, K.E., & Finney, S.J. (2010). Specificity of achievement goal measures: An empirical investigation comparing general vs. specific measures. Human Performance, 23, 155-172.
Briggs, M.K., Gilligan, T.D., Staton, A.R., & Barron, K.E. (2010). A collaborative approach to evaluating well-being in the middle school setting. Journal of School Counseling, 8 (8). Retrieved from http://www.jsc.montana.edu/articles/v8n8.pdf
Elliot, A.J., Conroy, D., Barron, K.E., & Murayama, K. (2010). Achievement motives and goals: A developmental analysis. In M. E. Lamb and A. M. Freund (Eds.) Handbook of lifespan development (Vol. 2, pp. 474-511). New York, NY: John Wiley and Sons Publishers.
Hulleman, C.S., & Barron, K.E. (2010). Teacher motivation and performance pay: Separating myth from reality. Phi Delta Kappan, 91(9), 27-31.
Linnenbrink-Garcia, E.M., Durik, A.M., Conley, A.M., Barron, K.E., Tauer, J.M., Karabenick, S.A., & Harackiewicz, J.M. (2010). Situational Interest Survey (SIS): An instrument to assess the role of situational factors in interest development. Educational and Psychological Measurement, 70(4), 647-671.
Barron, K.E., Buch, K., Andre, J.T., & Spaulding, S. (2009). Learning communities as an innovative beginning to the psychology major. In D. Dunn, B. Beins, M. McCarthy, & G.W. Hill (Eds.) Best Practices for Beginnings and Endings in the Psychology Major (pp. 107-124). New York, NY: Oxford University Press.
Apple, K.J., Serdikoff, S., Reis-Bergan, M.J., & Barron, K.E. (2008). Programmatic assessment of critical thinking in psychology. In D. Dunn, J. Halonen, & R. Smith (Eds.) Teaching critical thinking in psychology: A handbook of best practices (pp. 77-88). Blackwell Publishers.
Barron, K.E., Brown, A.R., Egan, T.E., Gesualdi, C.R., & Marchuk, K.A. (2008). Validity. In S.F. Davis & W. Buskist (Eds.) 21st century psychology: A reference handbook (pp. 55-64). Thousand Oaks, CA: Sage. 10.4135/9781412956321
Harackiewicz, J.M., Durik, A.M., Barron, K.E., Tauer, J.M., & Linnenbrink, E.M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105-122.
Saville, B., Zinn, T., Lawrence, N.K., Barron, K.E., & Andre, J.T. (2008). Addressing critical thinking in the statistics/research methods sequence. In D. Dunn, J. Halonen, & R. Smith (Eds.) Teaching critical thinking in psychology: A handbook of best practices (pp. 149-160). Blackwell Publishers.
Baranik, L.E., Barron, K.E., & Finney, S.J. (2007). Measuring goal orientation in a work domain: Construct validity evidence for the 2 x 2 framework. Educational and Psychological Measurement, 67, 697-718.
Barron, K.E., Benedict, J., Saville, B., Serdikoff, S., & Zinn, T. (2007). Alternative approaches to teaching research methods and statistics. In D. Dunn, R. Smith, & B. Beins (Eds.) Best practices for teaching statistics and research methods in the behavioral sciences (pp. 143-158). Mahwah, NJ: Lawrence Erlbaum Associates.
Horst, S.J., Finney, S.J., & Barron, K.E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32, 667-698.
Pastor, D., Barron, K.E., Davis, S.L., & Miller, B.J. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32, 8-47.
Barron, K.E., Evans, S.W., Baranik, L.E., Buvinger, E.C., & Serpell, Z. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly, 29, 137-158.
Barron, K.E., & Hulleman, C.S. (2006). Is there a formula to help understand and improve student motivation? In B. K. Saville, T. E. Zinn, S. A. Meyers, & J. R. Stowell (Eds.), Essays from e-xcellence in teaching, 2006 (chap. 8, pp. 34-38). Retrieved January 1, 2016 from the Society for the Teaching of Psychology Web site: http://teachpsych.org/ebooks/eit2006/index.php
Thomas, J.A., & Barron, K.E. (2006). A test of multiple achievement goal benefits in physical education activities. Applied Journal of Sport Psychology, 18, 114-135.
Fairchild, A.J., Horst, S.J., Finney, S.J., & Barron, K.E. (2005). Evaluating new and existing validity evidence for the academic motivation scale. Contemporary Educational Psychology, 30, 331-358.
Harackiewicz, J.M., Durik, A.M., & Barron, K.E. (2005). Multiple goals, optimal motivation, and the development of interest. In J. Forgas, K. Williams, & S. Laham (Eds.) Social motivation: Conscious and unconscious processes (pp. 21-39). New York, NY: Psychology Press.
Stoloff, M., Apple, K., Barron, K.E., Reis-Bergen, M.J., & Sundre, D.A. (2004). Seven goals for effective program assessment. In D. Dunn, C. Mehrotra, & J. Halonen (Eds.) Measuring up: Assessment challenges and practices for psychology (pp. 29-46). Washington, DC: American Psychological Association.
Finney, S.J., Pieper, S., & Barron, K.E. (2004). Examining the psychometric properties of the Achievement Goal Questionnaire in a more general academic context. Educational and Psychological Measurement, 64, 365-382.
Frazier, P., Tix, A., & Barron, K.E. (2004). Testing mediation and moderation in counseling psychology research. Journal of Counseling Psychology, 51, 115-134.
Harackiewicz, J.M., & Barron, K.E. (2004). Conducting social psychological research in educational settings: "Lessons we learned in school". In C. Sansone, C. Morf, & A. Panter (Eds.) Handbook of methods in social psychology (pp. 471-484). Thousand Oaks, CA: Sage Publications.
Barron, K.E., & Harackiewicz, J.M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research, 39, 357-374.
Harackiewicz, J.M., Barron, K.E., Tauer, J.M., & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 638-645.
Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., & Thrash, T.M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 562-575.
Barron, K.E., & Harackiewicz, J.M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
Barron, K.E., & Harackiewicz, J.M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. Harackiewicz (Eds.) Intrinsic and extrinsic motivation: In search of optimal motivation (pp. 229-254). San Diego, CA: Academic Press.
Harackiewicz, J.M., Barron, K.E., Tauer, J.M., Carter, S.M., & Elliot, A.J. (2000). Short-term and long-term consequences of achievement goals in college: Predicting continued interest and performance over time. Journal of Educational Psychology, 92, 316-330.
Devine, P.G., Tauer, J.M., Barron, K.E., Elliot, A.J., & Vance, K.M. (1999). Moving beyond attitude change in the study of dissonance-related processes. In E. Harmon-Jones & J. Mills (Eds.), Cognitive dissonance: Progress on a pivotal theory in social psychology (pp. 297-323). Washington, DC: American Psychological Association.
Harackiewicz, J.M., Barron, K.E., & Elliot, A.J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.
Harackiewicz, J.M., Barron, K.E., Carter, S.M., Lehto, A.T., & Elliot, A.J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73,1284-1295.
Bohn, M.J., Barton, B.A., & Barron, K.E. (1996). Psychometric properties and validity of the obsessive-compulsive drinking scale. Alcoholism: Clinical and Experimental Research, 20, 817-823.
Dela Totonchi
Totonchi, D. A., Perez, T., Lee, Y., Robinson, K. A., & Linnenbrink-Garcia, L. (2021). The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM. Contemporary Educational Psychology, 102015. https://doi.org/10.1016/j.cedpsych.2021.102015
Totonchi, D. A., Derlega, V. J., Sheehan, B. E., & Maduro, R. S. (in press). Muslim students’ socioemotional and academic adjustment: The role of college experiences and Muslim identity centrality. Mental Health, Religion & Culture. https://doi.org/10.1080/13674676.2021.2011846
Totonchi, D. A., & Glass, C. R. (2017). Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping by Julie R. Posselt. The Review of Higher Education, 40(4), 627-630. https://doi.org/10.1353/rhe.2017.0026
Sheehan, B. E., Derlega V. J., Maduro, R. S., & Totonchi, D. A. (in press). Willingness to engage in collective action after the police killing of an unarmed Black man: Differential pathways for Black and White individuals. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12587
Totonchi D. A., Derlega, V. J., & Janda, L. H. (2019). Implicit sex guilt predicts sexual behaviors: Evidence for the validity of the sex-guilt implicit association test. Journal of Sex & Marital Therapy, 45(1), 50-59. https://doi.org/10.1080/0092623X.2018.1474409
Maduro, R. S., Derlega, V. J., Peterkin, A., Totonchi, D. A., Winstead, B. A., & Braitman, A. L. (2018). HIV nondisclosure and harm to sexual partners predict social evaluations and HIV stigma: Moral outrage and threat to self/others as mediators. Stigma and Health, 3(3), 265-274. https://doi.org/10.1037/sah0000097
Claudia Sutter
Sutter, C.C, Hulleman, C. S., Givvin, K. B., & Tucker, M. (2022). Utility value trajectories and
their relationship with behavioral engagement and performance in introductory statistics.
Learning and Individual Differences, 93, 102095. https://doi.org/10.1016/j.lindif.2021.102095
Sutter, C.C, Stickl Haugen, J., Campbell, L.O, & Tinstman Jones, J. (2021). Teachers’ motivation to participate in anti-bullying training and intention to intervene upon encountering school bullying: A self-determination perspective. International Journal of Bullying Prevention, 1-12. https://doi.org/10.1007/s42380-021-00108-4
Campbell, L. O., Sutter, C.C., Watkins-Escobedo, S., Lambie, G. W., Howard, C., Tintsman Jones, J.L. (accepted for publication). The influence of a computer-adaptive reading program on fourth-grade students’ reading achievement scores. Journal of Literacy and Technology.
Hascher, T., Sutter-Brandenberger¹, C.C. & Liechti, E. (2020). Motivationstheorien [Motivational Theories]. In M. Harant, U. Küchler & P. Thomas (Hrsg.), Theorien! Horizonte für die Lehrerbildung [Theories! Opportunities for Teacher Education]. Tübingen: Tübingen University Press. https://publikationen.unituebingen.de/xmlui/bitstream/handle/10900/104249/TüSE%20Bd1_Theorien%21%20Gesamtband.pdf?sequence=8&isAllowed=y
Stickl Haugen, J., Sutter, C. C., Tinstman Jones, J. L., & Campbell, L. O. (2020). The Teacher Expectations and Values for Suicide Prevention Scale: Confirmatory Factor Analysis and Validation. Crisis: The Journal of Crisis Intervention and Suicide Prevention. DOI: 10.1027/0227-5910/a000706
Tinstman Jones, J. L., Campbell, L.O., Stickl Haugen, J. & Sutter, C.C (2020). Cyberbullying considerations for school counselors: A social media content analysis. Professional School Counseling, 23(1), 1-12. https://doi.org/10.1177/2156759X20919365
Sutter, C.C., Campbell, L.O., & Lambie, G.W. (2020). The Predictability of a Computer-Adaptive Assessment on Second Graders’ Yearly Standardized Reading Achievement Scores. Computers in the Schools, 37(1), 40-54, https://doi.org/10.1080/07380569.2020.1720611
Sutter-Brandenberger¹, C. C., Hagenauer, G. & Hascher, T. (2019). Facing Motivational Challenges in Secondary Education: A Classroom Intervention in Low-track Schools and the Role of Migration Background. In E. Gonida & M. Lemos (Eds.), Motivation in Education at a Time of Global Change (Advances in Motivation and Achievement, Volume 20) (pp. 225-249). Emerald Publishing Limited. https://doi.org/10.1108/S0749-742320190000020011
Stickl Haugen, J., Sutter, C.C., Campbell, L.O., & *Tinstman Jones, J. L. (2019). School District Anti-Bullying policies: A statewide Content Analysis. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-019-00055-1
Sutter, C.C., Campbell, L. O. & Lambie, G. W. (2019). Computer-Adaptive Reading to Improve Reading Achievement Among Third-Grade Students at Risk for Reading Failure. Journal of At-Risk Issues, 22(2), 31-38. https://files.eric.ed.gov/fulltext/EJ1231534.pdf
Campbell, L. O., Sutter, C.C., & Lambie, G. W. (2019). An Investigation of the Summer Learning Effect on Fourth Grade Students’ Reading Scores. Reading Psychology. https://doi.org/10.1080/02702711.2019.1629516
Campbell, L.O., Stickl Haugen, J., Sutter, C.C., Lambie, G. W. (2019). Building Capacity for Mental Health Literacy of Suicidality and Self-Injurious Behaviors: a Formative Design Investigation. Journal of Formative Design in Learning. https://doi.org/10.1007/s41686-019-
00029-y
Sutter-Brandenberger¹, C.C., Hagenauer, G., & Hascher, T. (2018). Students’ Self-Determined Motivation and Negative Emotions in Mathematics in Lower Secondary Education – Investigating Reciprocal Relations. Contemporary Educational Psychology, 55, 166-175. https://doi.org/10.1016/j.cedpsych.2018.10.002
Brandenberger¹, C. C., Hagenauer, G., & Hascher, T. (2018). Promoting students’ self-
determined motivation in maths: results of a 1-year classroom intervention. European Journal of
Psychology of Education, 33(2), 295-317. https://doi.org/10.1007/s10212-017-0336-y
Hascher, T., & Brandenberger¹, C. C. (2018). Emotionen und Lernen im Unterricht [Emotions and Learning in the Classroom]. In M. Huber & S. Krause, Bildung und Emotion [Education and Emotions] (pp. 289-310). Springer VS, Wiesbaden.
Brandenberger¹, C. C. & Moser, N. (2018). Förderung der Lernfreude und Reduzierung der Angst im Mathematikunterricht auf der Sekundarstufe 1 [Fostering Lower Secondary School Students’ Learning Enjoyment and Reducing Anxiety in Mathematics]. In G. Hagenauer & T. Hascher (Eds.) Emotionen und Emotionsregulation in der Schule und Hochschule [Emotion and Emotion Regulation in School and Higher Education] (pp. 323-337). Münster: Waxmann.
¹Maiden name
Zachary Himmelberger
Himmelberger, Z. M., Faught, G. G., & Tungate, A. (2022). Personality traits predict attitudes toward individuals with intellectual disability. International Journal of Developmental Disabilities, 0(0). https://doi.org/10.1080/20473869.2022.2044594
Yang, Y., Himmelberger, Z. M., Robinson, T., Davis, M., Conners, F., & Merrill, E. (2021). Everyday memory in people with down syndrome. Brain Sciences, 11(551). https://doi.org/10.3390/brainsci11050551 (PDF)
Faught, G. G., Himmelberger, Z. M., Conners, F. A., & Tungate, A. S. (2020). Sustained attention to response task performance trajectories in down syndrome. Journal of Intellectual Disability Research, 1–6. https://doi.org/10.1111/jir.12805
Lewis, J. A., Himmelberger, Z. M., & Elmore, J. D. (2020). I can see myself helping: The effect of self-awareness on prosocial behavior. International Journal of Psychology, 56(5), 710–715. https://doi.org/10.1002/ijop.12733
Himmelberger, Z. M., Merrill, E. C., Conners, F. A., Roskos, B., & Yang, Y. (2020). The acquisition of survey knowledge by individuals with down syndrome. Frontiers in Human Neuroscience, 14(256), 1–17. https://doi.org/10.3389/fnhum.2020.00256 (PDF)
Faught, G. G., Conners, F. A., & Himmelberger, Z. M. (2016). Auditory and visual sustained attention in down syndrome. Research in Developmental Disabilities, 53, 135–146. https://doi.org/10.1016/j.ridd.2016.01.021