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

Himmelberger, Z. M., Johnson, B., Carey, K., Tibbetts, Y., Barron, K., E., Hulleman, C. S., & Speicher, M. R. (2025). Workplace Factors that Affect Medical Educator Well-being: Insights from a National Survey of Osteopathic Medical Faculty. Medical Science Educator. doi:https://doi.org/10.1007/s40670-025-02586-3

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. In A. Elliot (Ed.) Advances in Motivational Science (Vol. 12, pp. 165-227). Elsevier. https://doi.org/10.1016/bs.adms.2025.02.002

Totonchi, D. A., Sutter, C.C., DeCoster, J., Francis, 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://doi.org/10.1037/mot0000382

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.

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. The Journal Of The American Medical Association Network Open.

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 

Totonchi, D. A., Francis, M. K., Tibbetts, Y., Huelskoetter, E., Davis, J., Smith, A., Barron, K. E., & Hulleman, C. S. (2023). Improving community college students’ success in math: Findings from two utility-value studies. The Journal of Experimental Education, 1-24. https://doi.org/10.1080/00220973.2023.2243610 

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://doi.org/10.1111/josi.12416

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://doi.org/10.1037/edu0000456

Tibbetts, Y. (2020). Independence. In: Virgil Zeigler-Hill & Todd K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences, 1st Ed. Switzerland: Springer International Publishing.

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.

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.

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., 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). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology 106(2), 375-389.

+ Editor’s Choice, Science (2014), 343, 8.