Chris Hulleman

*Kosovich, J. J., Hulleman, C. S., Phelps, J., & Lee, M. (In press). Improving algebra success with a utility value intervention. Journal of Developmental Education. (PDF)

Rosenzweig, E. Q., Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Wigfield, A. (In press). Making math matter: Adapting utility value interventions for online math courses. Journal of Experimental 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)

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)

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)

Kosovich, J. J., Hulleman, C. S., & Barron, K. E. (2017). Measuring motivation in educational settings: A Case for pragmatic measurement. To appear in K. A. Renninger and S. E. Hidi (Eds.), The Cambridge Handbook on Motivation and Learning (pp. 39-60). New York, NY: Routledge. (PDF)

Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. Invited chapter to appear in A. J. Elliot, C. S. Dweck, & D. Y. Yeager (Eds.), Handbook of competence and motivation (2nd Edition: Theory and Application, pp. 43-60). Guilford Press: New York, NY. 

Hulleman, C. S., Dicke, A., Thoman, D., & Harackiewicz, J. M. (2017). The promotion and development of interest: Contextual influences. Invited chapter to appear in P. A. O’Keefe, J. M. Harackiewicz (Eds.), The psychological science of interest: Exploring its functions, forms, and formation (pp. 189-208). Springer. (PDF)

Murrah, W. M., *Kosovich, J. J., & Hulleman, C. S. (2017). Measuring fidelity in educational settings. In G. Roberts, S. Vaughn, T. Beretvas, & V. Wong (Eds.), Treatment fidelity in studies of educational intervention (pp. 39-60). New York: Routledge (PDF)

Kosovich, J. J., Flake, J. K., & Hulleman, C. S. (2017). Understanding short-term motivation trajectories: A parallel process model of expectancy-value motivation. Contemporary Educational Psychology, 49, 130-139.(PDF)

Rozek, C. S., Svoboda, R. C., Harackiewicz, J. M., Hulleman, C. S., & Hyde, J. S. (2017). A utility-value intervention with parents increases students’ STEM preparation and career pursuit. Proceedings of the National Academy of Sciences (PNAS), 114, 909-914. (PDF)

Hyde, J. S., Canning, E. A., Rozek, C. S., Clarke, E., Hulleman, C. S., & Harackiewicz, J. M. (2017). The role of mothers’ communication in promoting motivation for math and science course-taking in high school. Journal of Research on Adolescence, 27(1), 49-64. (PDF)

Hulleman, C. S., *Kosovich, J. J., Barron, K. E., & Daniel, D. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387-404. (PDF)

Hulleman, C. S., Barron, K. E., *Kosovich, J. J., & Lazowski, R. (2016). Expectancy-value models of achievement motivation in education. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems in the Twenty-First century: Theory, research, and applications (pp. 241-278). Springer International Publishing. (PDF)

Hulleman, C. S., & Barron, K. E. (2016). Motivation interventions in education: Bridging theory, research, and practice. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (pp. 160-171), 3rd Ed. (2016). Routledge, Taylor and Francis: New York, NY. (PDF)

Lazowski, R.A., Barron, K.E., Kosovich, J.J., & Hulleman, C.S. (2016, Fall).  Are we ready to recommend a college readiness index? A reply to Gaertner and McClarty (2015), Educational Measurement:  Issues and Practice, 35, 26-29. (PDF)

Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analysis. Review of Educational Research, 86(2), 602-640. (PDF)

Robinson, C., Yeomans, M., Reich, J., Hulleman, C., & Gehlbach, H. (2016). Forecasting student achievement in MOOCs with natural language processing. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 383-387. (PDF)

Yeager, D.S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O’Brien, J., Flint, K., Roberts, A., Trott, J., Walton, G., & Dweck, C. (2016). Designing Social-Psychological Interventions for Full-Scale Implementation: The Case of Growth Mindset During the Transition to High School. Journal of Educational Psychology, 108(3), 374-391. (PDF)

Rimm-Kaufman, S. E., & Hulleman, C. S. (2015). Social and emotional learning in elementary school settings: Identifying mechanisms that matter. In: J. P. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), The Handbook of social and emotional learning: Research and practice (pp. 151-166). Guilford Press. (PDF)

Barron, K. E., & Hulleman, C. S. (2015). Expectancy-Value-Cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences, 2nd edition (Vol. 8, pp. 503-509). Oxford: Elsevier Ltd. doi:10.1016/B978-0-08-097086-8.26099-6 (PDF)

Durik, A. M., Hulleman, C. S., & Harackiewicz, J. M. (2015). One size fits some: Instructional enhancements to promote interest don’t work the same for everyone. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 49-62). Washington, DC: American Educational Research Association. (PDF)

Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36(3), 320-338. (PDF)

Flake, J., Barron, K. E., Hulleman, C. S., McCoach, D. B., & Welsh, M. E. (2015). Measuring cost: The Forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244. (PDF)

Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. Journal of Early Adolescence, 35(5-6), 790-816. (PDF)

*Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2014). Using indices of fidelity to SEL intervention components to identify active ingredients. Advances in SEL Research, 8(1), 4-5. (PDF)

Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2014). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-206. (PDF)

Hulleman, C. S., Rimm-Kaufman, S. E., & *Abry, T. D. S. (2013). Whole-part-whole: Construct validity, measurement, and analytical issues for fidelity assessment in education research. In T. Halle, A. Metz, and I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 65-93). Baltimore, MD: Paul H. Brookes Publishing Co. (PDF)

Senko, C., & Hulleman, C. S. (2013). The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, 105(2), 504-521. (PDF)

Nelson, M. C., Cordray, D. S., Hulleman, C. S., Darrow, C. L., & Sommer, E. C. (2012). A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions. Journal of Behavioral Health Services and Research, 39(4), 374-396. (PDF)

Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents motivate their teens in mathematics and science: An experimental test. Psychological Science, 23(8), 899-906. (PDF)

Recipient of the 2013 Robert B. Cialdini Award “for the publication that best explicates social psychological phenomena principally through the use of field research methods and settings and that thereby demonstrates the relevance of the discipline to communities outside of academic social psychology” from the Society of Personality and Social Psychology.

Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47. (PDF

Hulleman, C. S., & Senko, C. (2010). Up around the bend: Forecasts for achievement goal theory and research in 2020. Invited chapter in T. C. Urdan & S. A. Karabenick (Eds.), Advances in motivation and achievement, Vol. 16A (pp. 71-104), Emerald: Bingley, UK. (PDF)

Hulleman, C.S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895. (PDF)

Harackiewicz, J.M., & Hulleman, C. S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4(1), 42-52. (PDF)

Hulleman, C. S., & Barron, K. E. (2010). Teacher motivation and performance pay: Separating myth from reality. Phi Delta Kappan, 91(8), 27-31. (PDF

Hulleman, C.S., Schrager, S.M., Bodmann, S.M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449. (PDF)

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

Darnon, C., Butera, F., Mugny, G., Quiamzade, A., & Hulleman, C. S. (2009). “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education, 4, 423-434(PDF)

Hulleman, C. S., & Cordray, D. S. (2009). Moving from the lab to the field: The Role of fidelity and achieved relative intervention strength. Journal of Research on Educational Effectiveness, 2, 88-110(PDF)

Bodmann, S. M., Hulleman, C. S., & Harackiewicz, J. M. (2008). Achievement goal systems: An application of goal systems theory to achievement goal research. International Review of Social Psychology, 21, 71-96(PDF)

Hulleman, C. S., Durik, A.M., Schweigert, S., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An Integrative analysis. Journal of Educational Psychology, 100, 398-416. (PDF)

Barron, K.E. & Hulleman, C.S. (2006). Is there a formula to help understand and improve student motivation? Essays from E-xcellence in Teaching, Volume 8. (PDF)

Stephanie Wormington

Linnenbrink-Garcia, L., & Wormington, S. V. (in press). An integrative perspective for studying motivation and engagement. Chapter to appear in K. A. Renninger and S. E. Hidi (Eds.), The Cambridge Handbook on Motivation and Learning.

Linnenbrink-Garcia, L., Perez, T., Barger, M. M., Wormington, S. V., et al. (accepted). Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways. Contemporary Educational Psychology.

Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T. Ben-Eliyahu, A., & Hill, N. E. (in press). Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology.

Robinson, K. A., Ranellucci, J., Lee, Y. K., Wormington, S. V., Roseth, C. J., & Linnenbrink-Garcia, L. (in press). Affective profiles and academic success in a college science course. Contemporary Educational Psychology.

Linnenbrink-Garcia, L., & Wormington, S. V. (in press). Key challenges and potential solutions for studying the complexity of motivation in school: A person-oriented integrative motivational perspective. British Journal of Educational Psychology.  

Perez, T., Wormington, S. V., Barger, M. M., Schwartz-Bloom, R. D., & Linnebrink-Garcia, L. (2018). Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate STEM persistence. Science Education. doi: 10.1002/sce.21490 (PDF)                              

Lee, Y. K., Wormington, S. V., Linnenbrink-Garcia, L., & Roseth, C. (2017). Understanding the nature and consequences of goal profile stability. Learning and Individual Differences

Wormington, S. V., & Linnenbrink-Garcia, L. (2016). A new look at multiple goal pursuit: The promise of a person-centered approach. Educational Psychology Review, 1-39. (PDF)

Corpus, J. H., Wormington, S. V., & Haimovitz, K. (2016). Creating rich portraits: A mixed-methods approach to understanding profiles of intrinsic and extrinsic motivations. The Elementary School Journal, 116, 365-390. (PDF)

Barger, M. M., Wormington, S. V., Huettel, L., & Linnenbrink-Garcia, L. (2016). Testing a combined perspective of personal epistemology positions and traits using cluster analysis. Learning and Individual Differences.

Westgate, E. C., Wormington, S. V., Oleson, K. C., & Lindgren, K. P. (2017). Productive procrastination: academic procrastination style predicts academic and alcohol outcomes. Journal of Applied Social Psychology47(3), 124-135. (PDF)

Godin, E., Wormington, S. V., Perez, T., Barger, M. M., Snyder, K. E., Richman, L. S., Schwartz-Bloom, R., & Linnenbrink-Garcia, L. (2015). A pharmacology-based enrichment program for undergraduates promotes interest in pharmacology. Cell Biology Education-Life Sciences Education. 14(4), ar40. (PDF)

Stephanie V. Wormington, Kristen G. Anderson, Ashley Schneider, Kristin L. Tomlinson & Sandra A. Brown (2016) Peer victimization and adolescent adjustment: does school belonging matter? Journal of School Violence, 15:1, 1-21. (PDF)

Corpus, J. H., & Wormington, S. V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis. Journal of Experimental Education, 82, 480-501. (PDF)

Wormington, S. V., Anderson, K. G., Tomlinson, K. L., & Brown, S. A. (2013). Alcohol and other drug use in middle school: The interplay of gender, peer victimization, and supportive social relationships. Journal of Early Adolescence, 33, 609-633. (PDF)

Snyder, K. E., Barger, M. M., Wormington, S. V., Schwartz-Bloom, R., & Linnenbrink-Garcia, L. (2013). Identification as gifted and implicit beliefs about intelligence: An examination of potential moderators. Journal of Advanced Academics, 24, 242-258. (PDF)

McClintic-Gilbert, M. S., Corpus, J. H., Wormington, S. V., & Haimovitz, K. (2013). The relationships among early adolescents’ motivational orientations, learning strategies, and academic achievement. Middle Grades Research Journal, 8, 1-12.

Wormington, S. V., Corpus, J. H., & Anderson, K. A. (2012). A person-centered investigation of academic motivation and school-related correlates in high school. Learning and Individual Differences, 22, 429-438. (PDF)

Casey, C. M., Wormington, S. V., & Oleson, K. C. (2012). Promoting comfort and confidence with research through a pluralistic ignorance project. Teaching of Psychology, 39, 293-296. (PDF)

Wormington, S. V., Anderson, K. A., & Corpus, J. H. (2011). The role of motivation quality in high school students’ current and lifetime alcohol consumption. Journal of Studies on Alcohol and Drugs, 72, 965-974. (PDF)

Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011). Dangerous mindsets: Theories of intelligence predictive of losses in intrinsic motivation. Learning and Individual Differences, 21, 747-752. (PDF)

Yoi Tibbetts

Seyranian, V., Madva, A., Duong, N., Abramzon, N., Tibbetts, Y., Harackiewicz, J.M. 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. (in press). Improving performance and retention in introductory biology with a utility value intervention. Journal of Educational Psychology.

Rosenzweig, E.Q., Harackiewicz, J.M., Priniski, S.J., Hecht, C., Canning, E.A., Tibbetts, Y., Hyde, J.S. (in press). Choosing Your Own Intervention: Using Choice to Enhance the Effectiveness of a Utility-Value Intervention. Motivation Science.

Tibbetts, Y., Priniski, S. J., Hecht, C. A., Borman, G. D., & Harackiewicz, J. M. (2018). Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges. Frontiers in Psychology, 9, 502.

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

Tibbetts, Y., Harackiewicz, J. M., Priniski, S. J., & Canning, E. A. (2016). Broadening participation in the life sciences with social–psychological interventions. Cell Biology Education-Life Sciences Education15(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 psychology110(5), 635. (PDF)

Harackiewicz, J.M., Canning, E., Tibbetts, Y, Priniski, S.J., Hyde, J. (2015). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology. Advanced online publication. (PDF)

Tibbetts, Y.,Canning, E. A.,& Harackiewicz, J. M. (2015). Academic motivation and performance: Task value interventions. International Encyclopedia of the Social & Behavioral Sciences, 2nd Ed (Vol. 1, pp37-42). 

Harackiewicz, J. M., Tibbetts, Y.,Canning, E. A.,& Hyde, J. S.(2014). Harnessing values to promote motivation in education. In Karabenick, S., & Urdan, T. (Eds.) Advances in Motivation and Achievement, (Vol. 18, pp. 71-105). Bingley, UK: EmeraldGroup Publishing. (PDF)

Harackiewicz, J.M., Canning, E., Tibbetts, Y,Giffen, C.J., Blair, S., Rouse, D., Hyde, J. (2014). Closingthe social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology 106(2), 375-389.