Here is a list of some recent publications and resources from MotSIG members! If you have a journal article, resource, or book with wide appeal to the MotSIG, fill out this form.


Pugh, K. J. (2020). Transformative science education: Change how your students experience the world. Teachers College Press. LINK

Smith, J., Moreau, D., Paquin, S., St-Amand, J., & Chouinard, R. (2020). The evolution of motivation to learn in the context of the transition to secondary school: Developmental trajectories and relational determinants. The International Journal of Pedagogy and Curriculum, 27(2), 17-37. LINK

Morell, M., Yang, J. S., Gladstone, J. R., Turci Faust, L., Ponnock, A. R., Lim, H. J., & Wigfield, A. (2020). Grit: The long and short of it. Journal of Educational Psychology. LINK

Kim, Y., Brady, A. C., & Wolters, C. A. (2020). College students’ regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes? Learning and Individual Differences, 80, 101872. LINK

Yu, J., & McLellan, R. (2020). Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems. Contemporary Educational Psychology, 62, 101901. LINK

Lee, H., McPartlan, P., Umarji, O., Li, Q., & Eccles, J. S. (2020). Just a methodological cautionary note: The jingle jangle of self-related beliefs in motivational measures. Journal of Educational and Psychological Research, 2(2), 1–24. ​LINK

Master, A., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. International Journal of Gender, Science, and Technology, 12, 152-198. LINK

Moss, J. D. (2020). “I was told to find what broke my heart and fix it:” College students explain why they want to become teachers. Cogent Education, 7(1), 1734284. LINK

Wigfield, A., Ecces, J. S., & Möller, J. (2020). How dimensional comparisons help to understand linkages between expectancies, values, performance and choice. Educational Psychology Review, 32, 657-680 LINK

Zambrano, J., Lee, G. A., Leal, C. C., & Thoman, D. B. (2020). Highlighting prosocial affordances of science in textbooks to promote science interest. CBE—Life Sciences Education, 19(3), ar24. LINK


Browman, A. S., Destin, M., Kearney, M. S., & Levine, P. B. (2019). How economic inequality shapes mobility expectations and behaviour in disadvantaged youth. Nature Human Behaviour. LINK

Chittum, J. R., Jones, B. D., & Carter, D. (2019). A person-centered investigation of patterns in college students’ perceptions in a large introductory psychology course. Learning and Individual Differences, 69, 94-107. doi:10.1016/j.lindif.2018.11.007 LINK

Miele, D. B., Browman, A. S., & Vasilyeva, M. (2019). Individual differences in students’ effort source beliefs predict their judgments of ability. Motivation Science. LINK

Perez, T., Wormington, S. V., Barger, M. M., Schwartz-Bloom, R. D., Lee, Y., & Linnenbrink-Garcia, L. (2019). Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate STEM persistence. Science Education, 1-23. doi: 10.1002/sce.21490 LINK

Vaughn, A. R., Taasoobshirazi, G., and Johnson, M. (2019). Impostor phenomenon and motivation: Women in higher education. Studies in Higher Education. Published online 25 Jan 2019. LINK

Yu, J., & McLellan, R. (2019). Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping. Learning and Individual Differences, 66, 33-44. LINK


Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of brief scale for motivational regulation. Learning and Individual Differences, 67, 259-265. LINK

Bergey, B. W., Parrila, R. K., & Deacon, S. H. (2018). Understanding the academic motivations of students with a history of reading difficulties: An expectancy-value-cost approach. Learning and Individual Differences, 67, 41-52. LINK

Daumiller, M., Dickhäuser, O., & Dresel, M. (2018). University instructors’ achievement goals for teaching. Journal of Educational Psychology. Advanced online publication. doi:10.1037/edu0000271  LINK

Flake, J. K. and Petway, K. T. (2018), Methodologies for investigating and interpreting student–teacher rating incongruence in noncognitive assessment. Educational Measurement: Issues and Practice. doi:10.1111/emip.12201 LINK

Frenzel, A. C., Becker-Kurz, B., Pekrun, R. Goetz, T., Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628-639. LINK

Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (in press). Independent and joint effects of teacher enthusiasm and motivation on students‘ motivation and experiences: A field study. Motivation and Emotion. DOI: 10.1007/s11031-018-9738-7. LINK

Gladstone, J.R., Häfner, I., Turci, L., Kneißler, H., & Muenks, K. (2018). Associations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender. Contemporary Educational Psychology, 54, 221-234. LINK

Gonida, Ε. Ν., Karabenick, S. Α., Stamovlasis, D., Metallidou, P., & the CTY Greece (2018). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies. Advanced online publication DOI: 10.1080/13598139.2018.1535244 LINK

Madjar, N., Walsh, S. D., & Harel-Fisch, Y. (2018). Suicidal ideation and behaviors within the school context: Perceived teacher, peer and parental support. Psychiatry Research, 269, 185-190. LINK

Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Advanced online publication. Developmental Review.  LINK

Peteranetz, M.S., Flanigan, A. E., Shell, D. F., & Soh, L. K. (2018). Career aspirations, perceived instrumentality, and achievement in undergraduate computer science courses. Contemporary Educational Psychology, 53, 27-44. doi:10.1016/j.cedpsych.2018.01.006  LINK

Rosenzweig, E. Q., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Canning, E. A., Tibbetts, Y., & Hyde, J. (in press). Choose your own intervention: Using choice to enhance the effectiveness of a utility-value intervention. Motivation Science. LINK

Umarji, O., McPartlan, P., & Eccles, J. (2018). Patterns of math and English self-concepts as motivation for college major selection. Contemporary Educational Psychology, 53, 146-158. LINK

Unrau, N. J., Rueda, R., Son, E., Polanin, J. R., Lundeen, R. J., & Muraszewski, A. K. (2018). Can reading self-efficacy be modified? A meta-analysis of the impact of interventions on reading self-efficacy. Review of Educational Research, 88(2), 167–204. LINK


Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2017). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology. Advance online publication. LINK

Chittum, J., & Jones, B. D. (2017). Identifying pre-high school students’ science class motivation profiles to increase their science identification and persistence. Journal of Educational Psychology, 109(8), 1163-1187. doi:10.1037/edu0000176  LINK

Pennington, S.E. (2017). Motivation, needs support, and language arts classroom practices: Creation and validation of a measure of early adolescents’ perceptions. Research in Middle Level Education Online, 40(9), 1-19. LINK

Siegle, D., McCoach, D. B., & Roberts, A. (2017). Why I believe I achieve determines whether I achieve. High Ability Studies, 28, 59-72. LINK


Johnson, M. L., & Safavian, N. (2016). What Is cost and is it always a bad thing? Furthering the discussion concerning college-aged students’ perceived costs for their academic studies. Journal of Cognitive Education and Psychology, 15(3), 368-390. LINK