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://doi.org/10.1093/biosci/biaf162

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://doi.org/10.1038/s44271-025-00223-8

Thoman, D.B., Sutter, C.C., Smith, J.L., & Hulleman, C.S. (2025). Helping students see and identify purpose and relevance in life sciences courses. CBE Life Sciences Education, 24: fe4, 1-6. https://doi.org/10.1187/cbe.22-11-0242

Hulleman, C.S., Totanchi, D.A., Barron, K., Sutter, C.C., Hulleman, T., Tibbitts, Y., & Thoman, D.B. (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

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://doi.org/10.1187/cbe.24-01-0032

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

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://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://doi.org/10.1080/0047231X.2024.2316388

Thoman, D.B. & Leal, C.C. (2024).  Interest. In A. Scarantino (Ed.) Emotion theory: The Routledge comprehensive guide. New York: Routledge. https://doi.org/10.4324/9781003469018

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://doi.org/10.1037/pspa0000356

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://doi:10.1126/science.ade4420

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://doi:10.1073/pnas.2300463120

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://doi:10.1038/s44159-023-00163-2

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://doi:10.1177/03616843231153390

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://doi:10.1093/biosci/biac029

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://doi:10.1187/cbe.20-07-0143

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://doi:10.1037/cdp0000406

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://doi:10.1007/s11218-021-09663-6

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