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.

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://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://doi.org/10.1007/s40670-025-02586-3

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://doi.org/10.1016/j.learninstruc.2025.102304 

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://doi.org/10.1016/bs.adms.2025.02.002

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://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://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. doi.org/10.1037/mot0000382

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://doi.org/10.26300/nsbq-hb21

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.

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. DOI: 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://doi.org/10.1016/j.lindif.2024.102484

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://doi:10.1001/jamanetworkopen.2024.18090 

Barron, K. E., Hulleman, C. S., Hartka, T. A., & Inouye, R. B. (2023). Using improvement science to design and scale up social psychological interventions in schools: The case of the growth mindset app. Journal of Experimental Education, 92(2), 287-311. DOI: https://doi.org/10.1080/00220973.2023.2202832.

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://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://doi.org/10.1038/s41562-023-01533-9. (PDF)

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://doi.org/10.1016/j.lindif.2023.102365.

Walton, G. M., Murphy, M. C., 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, R. 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.**, Gonzalez, 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, 499-505.

^{^}Authors marked with * and with ** contributed equally to this work. They are listed in alphabetical order by last name.

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

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)

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/ 

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.doi.org/10.1037/edu0000663 (PDF)

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. (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)

Hulleman, C. S., & Harackiewicz, J. M. (2021). 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. 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)

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. (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)

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. (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)

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)

*Kosovich, J. J., Hulleman, C. S., & Barron, K. E. (2019). 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.

*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)

*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)

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)

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. (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)

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)

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. 

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

*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)

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.

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)

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) 

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., 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)

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., & 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)

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)

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412. (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)