Publications

Motivate Lab Publications

• Hulleman, C. S., Himmelberger, Z., Sutter, C. C., & Totonchi, D. A. (In press). From Policy to Practice: Centering Learning Mindsets and Well-Being for Holistic Student Success. In S. Mammadov (Ed.), The Cambridge Handbook of Student Well-Being.
• Totonchi, D. A., White-Levatich, A., Keane, J., Hall, K., Phun, V., Lira, A. K., Priniski, S. J., Perez, T., & Linnenbrink-Garica, L. (In press). The Twist and Turns of Incorporating Equity in an Ongoing Large-Scale Project: One Research Team’s Roadmap. Handbook of Race, Equity, and Asset-Based Research in Educational Psychology. Routledge.
• Bottiani, J. H., Franco, M. P., Francis, M. K., Somerville, K., Kaihoi, C. A., Pas, E. T., & Bradshaw, C. P. (2026). The R-CITY youth violence preventive intervention: Primary outcomes from a school cluster randomized controlled trial. Prevention Science, 27, 843-858. https://https://doi.org/10.1007/s11121-026-01907-1
• Bradshaw, C. P., Pandey, T., Chung, E., Francis, M. K., & Bottiani, J. H. (2026). Examining teacher factors related to disproportionate discipline for soft offenses: An analysis examining teacher perceptions. Psychology in the Schools, 1–19. https://https://doi.org/10.1002/pits.70196
• Budavari, A. C., Bradshaw, C. P., Somerville, K., Francis, M. K., Jeffrey-Pearsall, J., Pas, E. T. (2026). A research-practice partnership to scale positive behavior support: Data-based decision-making to inform the assessment of implementation fidelity. Prevention Science, 1-13. https://https://doi.org/10.1007/s11121-026-01952-w
• DeCoster, J., Francis, M. K., Lee, G., Rubinstein, E. (2026). Systematic data validation: Improving research by improving data quality. Practical Assessment, Research, and Evaluation, 31(1). https://https://doi.org/10.7275/pare.3586
• Harmison, R. J., Green, K., Best, M., & Hulleman, C. S. (2026). The ToughPerson Index: Conceptualizing and operationalizing mental toughness in sport as a social-cognitive personality construct. Psychology of Sport and Exercise, 103133. https://https://doi.org/10.1016/j.psychsport.2026.103133
• Himmelberger, Z.M., Carey, K., Johnson, B., Tibbetts, Y., Barron, K.E., Hulleman, C.S., & Speicher, M.R. (2026). Workplace factors that affect medical educator well-being: Insights from a national survey of osteopathic medical faculty. Medical Science Educator, 36, 389–395. https://https://doi.org/10.1007/s40670-025-02586-3
• Himmelberger, Z. M., Guercio, E., Barrow, J., Best, M., Tibbetts, Y., Barron, K. E., Speicher, M. R., & Hulleman, C. S. (2026). Prevalence of Emotional Exhaustion and Symptoms of Poor Psychological Well-being in Matriculating and Graduating Osteopathic Medical Students. Academic Medicine.​
• Sutter, C. C., Totonchi, D. A., DeCoster, J., Barron, K. E., & Hulleman, C. S. (2026). Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions. Learning and Instruction, 102. https://https://doi.org/10.1016/j.learninstruc.2025.102304
• Sutter, C.C., Totonchi, D. A., DeCoster, J., Barron, K.E., & Hulleman, C.S. (2026). Situational motivation: Exploring within and between-student variation in motivational beliefs for students at hispanic-serving institutions. Social Psychology of Education.
• Sutter, C. C., Jackson, M. C., & Son, J. Y. (2026). High School Students’ Perceptions of and Attitudes Toward R Programming in Statistics and Data Science. Journal of Statistics and Data Science Education, 1-16. https://https://doi.org/10.1080/26939169.2026.2635599
• Chung, E., Bottiani, J. H., Francis, M. K., & Bradshaw, C. P. (2025). Associations between culturally responsive teaching practices and student–teacher connectedness: A multi‐informant examination. Psychology in the Schools, 62(11), 4692-4701. https://https://doi.org/10.1002/pits.70032
• Hernandez, I. A., Smith, J. L., Villodas, M. T., Sohl, C. & Thoman, D. B. (2025). Greater faculty mentor brilliance beliefs predict lower science identity in first-generation college student researchers. Communications Psychology, 3, 45. https://https://doi.org/10.1038/s44271-025-00223-8
• Hulleman, C. S., Totonchi, D. A., Barron, K. E., Sutter, C. C., Hulleman, T., Tibbetts, Y., & Thoman, D. (2025). From student to system change: The evolution of the utility-value intervention. Advances in Motivation Science, 12, 165-227. https://https://doi.org/10.1016/bs.adms.2025.02.002
• Sohl, C.S., Hernandez, I.A., Thoman, D.B., Villodas, M.T., & Smith., J.L. (2025). Sending a message: Tuning into graduate student values can benefit STEM research labs. BioScience, biaf162, https://https://doi.org/10.1093/biosci/biaf162
• Thoman, D. B., Sutter, C., Smith, J., & Hulleman, C. S. (2025). Helping Students See and Identify Purpose and Relevance in Life Sciences Courses. CBE-Life Sciences Education (LSE), 24:fe4, 1-6, Fall 2025. https://https://doi.org/10.1187/cbe.22-11-0242
• Totonchi, D. A., Francis, M. K., Tibbetts, Y., Huelskoetter, E., Davis, J., Smith, A.,… & Hulleman, C. S. (2025). Improving community college students’ success in math: Findings from two utility-value studies. The Journal of Experimental Education, 93(3), 541-564. https://https://doi.org/10.1080/00220973.2023.2243610
• Totonchi, D., Sutter, C. C., DeCoster, J., Francisa., M. K., Tibbetts, Y., Huelskoetter, E., Davis, J., Barron, K. E., & Hulleman, C. S. (2025). Learning Contexts Matter: Having Value-Supportive Instructors Moderates the Efficacy of a Utility-Value Intervention in Community College Math. Motivation Science, 11(3), 366-378. https://https://doi.org/10.1037/mot0000382
• Barron, K.E., Hulleman, C.S., Hartka, T., & Inouye, R.B. (2024). Using a networked improvement community approach to design and scale up social psychological interventions in schools. Journal of Experimental Education, 92(2), 287-311, https://https://doi.org/10.1080/00220973.2023.2202832
• Grissmer, D., White, T. Buddin, R., Berends, M., Willingham, D., DeCoster, J., Duran, C., Hulleman, C. S., Murrah, W., & Evans, T. (2024). A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy? EdWorkingPaper: 23-755. Retrieved from Annenberg Institute at Brown University: https://https://doi.org/10.26300/nsbq-hb21
• Hernandez, I.A., Mota Segura, O., Romero Gonzalez, R. Flores, L., Sohl. C., Smith, J.L., Villodas, M.T. & Thoman, D.B. (2024). The making of future scientists: Faculty mentor cultural awareness and inclusive science labs. CBE Life Sciences Education, 23: ar36, 1-12. https://https://doi.org/10.1187/cbe.24-01-0032
• Himmelberger, Z. M., Tibbetts, Y., Barron, K. E., Hulleman, C. S., Harootunian, G., & Speicher, M. (2024). Motivationally supportive learning environments in medical school and osteopathic medical student well-being and burnout. Family, Systems, & Health, 42(3), 343-354.
• Himmelberger, Z. M., Tibbetts, Y., Barron, K. E., Hulleman, C. S., Harootunian, G., & Speicher, M. R. (2024). How can a Growth Mindset-supportive Learning Environment in Medical School Promote Student Well-being? Families, Systems, & Health, 42(3), 343–354. https://https://doi.org/10.1037/fsh0000915
• Lee, A. A., Totonchi, D. A., Priniski, S. J., Lee, M., Perez, T., & Linnenbrink-Garcia, L. (2024). Do performance goals and fixed mindset explicate the relations between stereotype threat and achievement? Examining differences between racially marginalized and White students in STEM. Learning and Individual Differences, 115, 102525. https://https://doi.org/10.1016/j.lindif.2024.102525
• Norman, J.B., Geerling, D.M., Thoman, D.B., Tang, Y., & Sansone, C. (2024). Student attributions about interest-value shape academic decisions and recommendations. Motivation Science, 10, 313-332. https://https://doi.org/10.1037/mot0000350
• Smith, J.L. & Thoman, D.B. (2024). Scaling up: Lessons for persuading science faculty to adopt an evidence-based intervention. Journal of College Science Teaching. https://https://doi.org/10.1080/0047231X.2024.2316388
• Sutter, C. C., Givvin, K. B., & Hulleman, C. S. (2024). Concerns and challenges in introductory statistics and correlates with motivation and interest. The Journal of Experimental Education, 92(4), 662-691. https://https://doi.org/10.1080/00220973.2023.2229777
• Sutter, C. C., Totonchi, D. A., DeCoster, J., Barron, K. E., & Hulleman, C. S. (2024). How does expectancy-value-cost motivation vary during a semester? An intensive longitudinal study to explore individual and situational sources of variation in statistics motivation. Learning and Individual Differences, 113, 102484. https://https://doi.org/10.1016/j.lindif.2024.102484
• Sutter, C. C., Jackson, M. C., Givvin, K. B., Stigler, J. & Son, J. Y. (2024). The “Better Book” Approach to Addressing Equity in Statistics: Centering the Experience of Students from Racially Minoritized Backgrounds for the Benefit of All. Educ. Sci. 14(5), 487. https://https://doi.org/10.3390/educsci14050487
• Sutter, C. C., Givvin, K. B., Solomon, P., & Leandro-Ramos, A. (2024). Latine students’ motivational and emotional experiences related to their Introductory Statistics course: Differences by institution type necessitate tailored interventions. Journal of Hispanic Higher Education, 23(3). https://https://doi.org/10.1177/15381927231225416.
• Thoman, D.B., Smith, J.L., Hernandez, I.A., Sohl, C., & Villodas, M. (2024). Undergraduate research data crucial to equity. Science, 384, 747. https://www.science.org/doi/10.1126/science.ado9347
• Thoman, D.B. & Leal, C.C. (2024). Interest. In A. Scarantino (Ed.) Emotion theory: The Routledge comprehensive guide. New York: Routledge. https://https://doi.org/10.4324/9781003469018
• Tibbetts, Y., Himmelberger, Z. M., Barron, K. E., Speicher, M. R., & Hulleman, C. S. (2024). The Relationships Between Learning Mindsets and Osteopathic Medical Student Well-being and Ill-being. JAMA Network Open, 7(6), e2418090. https://https://https://doi.org/10.1001/jamanetworkopen.2024.18090
• Tibbetts, Y., Himmelberger, Z. M., Barron, K. E., Speicher, M. R., & Hulleman, C. S. (2024). The Relationships Between Learning Mindsets and Osteopathic Medical Student Psychological Well-being and Ill-being. JAMA Network Open, 7(6), 1-12. https://https://doi.org/10.1001/jamanetworkopen.2024.18090
• Tibbetts, Y., Himmelberger, Z.M., Barron, K.E., Speicher, M.R., & Hulleman, C.S. (2024). Learning mindsets and well-being and ill-being among osteopathic medical students. JAMA Network Open, 7(6), e2418090. https://https://doi.org/10.1001/jamanetworkopen.2024.18090
• Asher, M.W., Harackiewicz, J.M., Beymer, P.N, Hecht, C.A., Lamont, L.B., Else-Quest, N., Priniski, S.J., Thoman, D.B., Hyde, J.S., & Smith, J.L. (2023). Utility value intervention promotes persistence and diversity in STEM. The Proceedings of the National Academy of Sciences, 120, e2300463120. https://https://https://doi.org/10.1073/pnas.2300463120
• Best, M.T., Diener, J.L., Barron, K.E., & Frana, P.L. (2023). Motivation in honors advising. National Collegiate Honors Council Monograph Series, 55-71. https://digitalcommons.unl.edu/nchcmonochap/106
• Campbell, L. O., Tinstman Jones, J.L., Sutter, C.C., Stickl Haugen, J. (2023). The development of the academic incivility scale for higher education. Learning Environments Research.
• Elmore, J. D., Lewis, J. A., Himmelberger, Z. M., & Sherwood, J. (2023). Everyday moral transgressions (EMTs): investigating the morality of everyday behaviors. Current Psychology, 43, 10484-10493. https://https://doi.org/10.1007/s12144-023-05114-x
• French, A.M., Else-Quest, N.M., Asher, M. Thoman, D.B., Smith, J.L., Hyde, J.S., & Harackiewicz, J.M. (2023). An intersectional approach to expectancy-value theory in an undergraduate chemistry course. Psychology of Women Quarterly, 47, 299-319. http://https://https://doi.org/10.1177/03616843231153390
• Harackiewicz, J.M., Hecht, C.A., Asher, M.W., Beymer, P.N., Lamont, L.B., Wheeler, N.S., Else-Quest, N., Priniski, S.J.,Smith, J.L., Hyde, J.S., & Thoman, D.B. (2023). A prosocial value intervention in gateway STEM courses. Journal of Personality and Social Psychology,125, 1265-1307. https://https://doi.org/10.1037/pspa0000356
• Hernandez, I. A., Smith, J. L., Villodas, M. T., & Thoman, D.B. (2023). Creating an inclusive research lab with student onboarding materials. Nature Reviews Psychology, 2, 197-198. http://https://https://doi.org/10.1038/s44159-023-00163-2
• Perez, T., Robinson, K. A., Priniski, S. J., Lee, Y. K., Totonchi, D. A., & Linnenbrink‐Garcia, L. (2023). Patterns, predictors, and outcomes of situated expectancy‐value profiles in an introductory chemistry course. Annals of the new York Academy of Sciences, 1526(1), 73-83. https://https://doi.org/10.1111/nyas.15031
• Silverman, D. M., Hulleman, C. S., & Tibbetts, Y. (2023). Identifying the psychological mechanisms of utility-value activities to inform educational research and practice. British Journal Of Educational Psychology, 93(4), 960-977. https://https://doi.org/10.1111/bjep.12614
• 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://https://doi.org/10.1038/s41562-023-01533-9.
• Tinstman Jones, J. L., Campbell, L. O., Stickl Haugen, J., & Sutter, C. C. (2023). Coping Responses for Academic Incivility Scale: Development and implications for college students. College Student Journal, 57(2), 101-112.
• Totonchi, D. A., Tibbetts, Y., Wiliams, C. L., Francis, M. K., DeCoster, J., Lee, G. A., Hull, J. W., & Hulleman, C. S. (2023). The cost of being first: Belonging uncertainty predicts math motivation and achievement for first-generation, but not continuing-generation, students. Learning and Individual Differences, 107 (102365). https://https://doi.org/10.1016/j.lindif.2023.102365.
• Walton, G. M., Murphy, M. M., Logel, C., Yeager, D. S., Goyer, J. P., Brady, S. T., Emerson, K. T. U., Paunesku, D., Fotuhi, O., Blodorn, A., Boucher, K. L., Carter, E., Gopalan, M., Henderson, A., Kroeper, K. M., Murdock-Perriera, L. A., Reeves, S. L., Ablorh, T. T., Ansari, S., Chen, S., Fisher, P., Galvan, M., Gilbertson, M. K., Hulleman, C. S., Le Forestier, J. M., Lok, C., Mathias, K., Muragishi, G. A., Netter, M., Ozier, E., Smith, E. N., Thoman, D. B., Williams, H. E., Wilmot, M. O., Hartzog, C., Li, X. A., & Krol, N. (2023). Where and with whom does a brief social-belonging intervention promote progress in college? Science, 380, 499-503. https://https://https://doi.org/10.1126/science.ade4420
• Hecht, C.A., Priniski, S.J., Harackiewicz, J.M., Tibbetts, Y. (2022). Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first-generation college students. Journal Of Social Issues, 77(3), 851-887. https://https://doi.org/10.1111/josi.12416
• 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://https://doi.org/10.1080/20473869.2022.2044594
• Hulleman, C.S., Tibbetts, Y., Francis, M.K., Lubin, A., Totonchi, D.A., & Barron, K.E. (2022). Finding relevance in college math: The impact of implementing classroom utility-value interventions on student learning outcomes. Technical Report. Strong Start to Finish, Education Commission of the States. https://strongstart.org/resource/finding-relevance-in-college-math/?file_id=879#full-content
• McPartlan, P., Thoman, D.B., Poe, J., Herrera, F.A., & Smith, J.L. (2022). Appealing to faculty gatekeepers: Expectancy, value, and cost concerns for adopting an evidence-based intervention. BioScience 72, 664-672. http://https://https://doi.org/10.1093/biosci/biac029
• Sheehan, B. E., Derlega, V. J., Maduro, R. S., & Totonchi, D. A. (2022). 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, 70(1–2), 153–165. https://https://doi.org/10.1002/ajcp.12587
• 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).
• Sutter, C. C., Givvin, K. B., Tucker, M., Givvin, K. A., Leandro-Ramos A., & Solomon, P. L. (2022). Student concerns and perceived challenges in introductory statistics, how the frequency shifted during COVID-19, and how they differ by gender and URM status. Journal of Statistics and Data Science Education. https://https://doi.org/10.1080/26939169.2022.2132325
• Tibbetts, Y., DeCoster, J., Francis, M.K., Williams, C.L., Totonchi, D.A., Lee, G.A., Hulleman, C.S. (2022). Learning Mindsets Matter for Students in Corequisite Courses (Full Research Report). Denver, CO: Strong Start to Finish, Education Commission of the States. https://strongstart.org/resource/learning-mindsets-matter-for-students-in-corequisite-courses/
• Totonchi, D. A., Derlega, V. J., Sheehan, B. E., & Maduro, R. S. (2022). Muslim students’ socioemotional and academic adjustment: The role of college experiences and Muslim identity centrality. Mental Health, Religion & Culture, 25(1), 47–67. https://https://doi.org/10.1080/13674676.2021.2011846
• York, E., Wilcox, D., Stewart, J., McCarthy, S., & Barron, K. (2022). Transforming emergency into opportunity: Unleashing the creative potential of student-faculty collaborations to prototype better educational futures in response to crisis. In V. Dennen, C. Dickson-Deane, X. Ge, D. Ifenthale, S. Murthy, S., and J.C. Richardson (Eds.) Global Perspectives on Educational Innovations for Emergency Situations. Springer Publishing. https://https://doi.org/10.1007/978-3-030-99634-5_21
• Campbell, L. O., Sutter, C.C., Watkins-Escobedo, S., Lambie, G. W., Howard, C., Tintsman Jones, J.L. (2021). The influence of a computer-adaptive reading program on fourth-grade students’ reading achievement scores. Journal of Literacy and Technology 2(22).
• 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, 113(8), 1507–1528. http://dx.https://https://doi.org/10.1037/edu0000663
• Getty, S., Barron, K.E., & Hulleman, C. S. (2021). Five Steps to improving student motivation in your college courses. Journal of Excellence in College Teaching, 32(4), 165-197.
• Rosenzweig, E.Q.,Hecht, C.A., Priniski, S.J., Canning, E.A., Asher, M.W., Tibbetts, Y., Hyde, J.S., Harackiewicz, J.M. (2021). Inside the STEM pipeline: Changes in students’ biomedical career plans across the college years. Science Advances, 7(18). https://doi/10.1126/sciadv.abe0985
• Rosenzweig, E.Q., Harackiewicz, J.M., Hecht, C.A., Priniski, S.J., Canning, E.A., Tibbetts, Y.,Asher, M.W., Hyde, J.S. (2021). College students’ reasons for leaving biomedical fields: disenchantment with biomedicine or attraction to other fields? Journal Of Educational Psychology, 113(2), 351. https://https://doi.org/10.1037/edu0000456
• Smith, J.L., McPartlan, P., Poe, J., & Thoman, D.B. (2021). Diversity fatigue: A survey for measuring attitudes towards diversity efforts in academia. Cultural Diversity and Ethnic Minority Psychology, 27, 659-674. http://https://https://doi.org/10.1037/cdp0000406
• 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://https://doi.org/10.1007/s42380-021-00108-4
• Thoman, D.B., Yap, M.J., Herrera, F.A., & Smith. J.L. (2021). Diversity interventions in the classroom: From resistance to action. CBE Life Science Education 20: ar52, 1-15. http://https://https://doi.org/10.1187/cbe.20-07-0143
• 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://https://doi.org/10.1016/j.cedpsych.2021.102015
• Veldman, J., Van Laar, C., Thoman, D.B., Van Soom, C. (2021). Where will I belong more?: The role of belonging comparisons between STEM fields in high school girls’ STEM interest. Social Psychology of Education, 24, 1363-1387. http://https://https://doi.org/10.1007/s11218-021-09663-6
• 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://https://doi.org/10.1007/s42413-021-00111-z
• 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://https://doi.org/10.3390/brainsci11050551
• 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. (2021). Teacher mindsets help explain where a growth mindset intervention does and doesn’t work. Psychological Science, 33(1), 18-32.
• 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.
• 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://https://doi.org/10.1111/jir.12805
• 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
• Hecht, C.A., Harackiewicz, J.M., Priniski, S.J., Canning, E.A., Tibbetts, Y., Hyde, J.S. (2020). Promoting Retention in the Biological and Medical Sciences: A Long-Term Follow-Up of a Utility-Value Intervention. Journal of Educational Psychology.
• 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://https://doi.org/10.3389/fnhum.2020.00256
• Hulleman, C. S., & Harackiewicz, J. M. (2020). The utility-value intervention. In G. M. Walton & A. Crum (Eds.), Handbook of wise interventions: How social psychology can help people change (pp. 100–125). Guilford Press.
• Kammrath, L. K., Armstrong III, B. F., Lane, S. P., Francis, M. K., Clifton, M., McNab, K. M., & Baumgarten, O. M. (2020). What predicts who we approach for social support? Tests of the attachment figure and strong ties hypotheses. Journal of Personality and Social Psychology, 118(3), 481-500. http://dx.https://https://doi.org/10.1037/pspi0000189
• 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://https://doi.org/10.1002/ijop.12733
• Murphy, M. C., Mejia, A. F., Mejia, J., Yan, X., Cheryan, S., Dasgupta, 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. B., & Pestilli, F. (2020). Open science, communal culture, and women’s participation in the movement to improve science. Proceedings of the National Academy of Sciences, 117(39), 24154–24164. https://https://doi.org/10.1073/pnas.1921320117
• 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
• 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://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://https://doi.org/10.1108/S0749-742320190000020011
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• 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://https://doi.org/10.1177/2156759X20919365
• Williams, C., Hirschi, Q., Sublett, K., Hulleman, C. S., & Wilson, T. (2020). A Brief Social Belonging Intervention Improves Academic Outcomes for Minoritized High School Students. Motivation Science.
• 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://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://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://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://https://doi.org/10.1007/s10212-017-0336-y
• 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.
• 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.
• 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.
• 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
• Kosovich, J. J., Hulleman, C. S., Phelps, J., & Lee, M. (2019). Improving algebra success with a utility value intervention. Journal of Developmental Education.
• Kosovich, J. J., Hulleman, C. S., & Barron, K. E. (2019). Measuring motivation in educational settings: A case for pragmatic measurement. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge Handbook of Motivation and Learning (pp. 713–738). Cambridge University Press. https://https://doi.org/10.1017/9781316823279.030
• 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
• 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.
• Priniski, S.J., Rosenzweig, E.A., Hecht, C.A., Canning, E.A., Tibbetts, Y., Hyde, J.S., Harackiewicz, J.M. (2019). The Benefits of Combining Value for the Self and Others in Utility-Value Interventions. Journal of Educational Psychology.
• 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.
• 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.
• Rosenzweig, E. Q., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Canning, E. A., Tibbetts, Y., & Hyde, J. S. (2019). Choose Your Own Intervention: Using Choice to Enhance the Effectiveness of a Utility-Value Intervention. Motivation Science, 5(3), 269–276. https://https://doi.org/10.1037/mot0000113
• 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://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
• Thoman, D.B., Sansone, C., Robinson, J.A., & Helm, J.L. (2019). Implicit theories of interest regulation. Motivation Science. Advance online publication. https://https://doi.org/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
• Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S…. Dweck, C. S. (2019). A national study reveals where a growth mindset improves adolescent achievement. Nature.
• 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
• 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.
• 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.
• 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 
• 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://https://doi.org/10.1037/sah0000097
• 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.
• 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.
• 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.
• 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.
• 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.
• Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 43–60). Guilford Press.
• 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.
• 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.
• 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.
• 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.
• 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
• 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.
• 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.
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• 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.
• 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.
• 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. https://https://doi.org/10.1187/cbe.16-01-0067
• Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analysis. Review of Educational Research, 86(2), 602-640.
• 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.
• 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.
• 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
• 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.
• 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.
• 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.
• 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
• 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. https://https://doi.org/10.1016/B978-0-08-097086-8.26099-6
• 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
• 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
• 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.
• 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.
• 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.
• 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.
• 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.
• 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., 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
• 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).
• 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.
• 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
• 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
• Editor’s Choice, Science (2014), 343, 8. 
• 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.
• Harackiewicz, J.M., Canning, E., Tibbetts, Y,Giffen, C.J., Blair, S., Rouse, D., Hyde, J. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology 106(2), 375-389.
• 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.
• 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.
• 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
• 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
• 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.
• 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.
• Senko, C., & Hulleman, C. S. (2013). The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, 105(2), 504-521.
• 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
• 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. https://https://doi.org/10.1177/0013916511402064
• 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.
• Buch, K., & Barron, K.E. (Eds.) (2012). Discipline-centered learning communities: Creating connections among students, faculty, and curricula. New Directions for Teaching and Learning Series. Jossey-Bass.
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• 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. 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.
• 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.
• 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. https://https://doi.org/10.1016/j.iheduc.2011.10.004
• 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
• 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
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• 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.
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