Publications

Publications

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.

2025

  • Stockinger, K., Nett, U .E., & Dresel, M. (2025). Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach. Learning and Instruction, Article 102009. https://doi.org/10.1016/j.learninstruc.2024.102009

2024

  • Bae, C. L., Matewos, A. M., & Fife, J. (2024). Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency. Educational Psychologist, 1-21. https://doi.org/10.1080/00461520.2024.2370549
  • Nicolai, K. D., Morton, T. R., De La Torre, C., DeCuir-Gunby, J. T., & Koenka, A. C. (2024). Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them. Journal of Social Issues, 80(1), 1–35. https://doi.org/10.1111/josi.12602
  • Peterson, E. G., & Zengilowski, A. (2024). Educators’ perceptions of expectancy, value, and cost for supporting student emotions. Contemporary Educational Psychology, 78, Article 102294. https://doi.org/10.1016/j.cedpsych.2024.102294
  • 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 
  • Zhang, F., Bae, C. L., Broda, M. D., & Koenka, A. C. (2024). Motivation and Opportunities-to-Learn in Science as Predictors of Student Science Performance. The Journal of Experimental Education, 1-19. https://doi.org/10.1080/00220973.2024.2306404

2023

  • Nicolai, K. D., Koenka, A. C., & Braxton, D. (2023). A literature review of Black and Latiné youth’s experience of inequitable and differential feedback: How can middle school educators provide more motivationally-supportive feedback? Middle School Journal, 54(4),14-24. https://doi.org/10.1080/00940771.2023.2232264

2022

  • Bae, C. L., Sealy, M. A., Cabrera, L., Gladstone, J., & Mills, D. (2022). Hybrid discourse spaces: A mixed methods study of student engagement in US science classrooms. Contemporary Educational Psychology, 71, 102108. https://doi.org/10.1016/j.cedpsych.2022.102108
  • Gray, D. L., Ali, J. N., McElveen, T. L., Sealy, M. (2022). The cultural significance of “we-ness”: Why communal approaches are essential to the design of equitable learning environments. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09708-y
  • Potvin, P., Ayotte-Beaudet, J.-P., Hasni, A., Smith, J., Giamellaro, M., Lin, T.-J., & Tsai, C.-C. (2022). Development and validation of a questionnaire to assess situational interest in a science period: A study in three cultural/linguistic contexts. Research in Science Education. https://doi.org/10.1007/s11165-022-10050-0 

2021

  • Hemi, A., Madjar, N., & Rich, Y. (2021). Perceived peer and teacher goals: Relationships with students’ academic achievement goals. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2021.1906199
  • Lee, J., Lee, H. J., Song, J., & Bong, M.* (2021). Enhancing children’s math motivation with a joint intervention on mindset and gender-stereotypes. Learning and Instruction, 73, 101416.
  • Master, A. (2021). Gender stereotypes influence children’s STEM motivation. Child Development Perspectives. Advance online publication. https://doi.org/10.1111/cdep.12424
  • McAfee, M. & Hoffman, B. (2021) The morass of misconceptions: How unjustified beliefs Influence pedagogy and learning. International Journal for the Scholarship of Teaching and Learning, 15(1), 4. https://doi.org/10.20429/ijsotl.2021.150104
  • McPartlan, P., Rutherford, T., Rodriguez, F., Shaffer, J., & Holton, A. (2021). Modality motivation: Selection effects and motivational differences in students who choose to take courses online. Internet and Higher Education, 49. https://doi.org/10.1016/j.iheduc.2021.100793
  • 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), 351–369. https://doi.org/10.1037/edu0000456
  • Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2021). Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research. Educational Psychologist. Online publication. https://doi.org.10.1080/00461520.2021.1984242
  • Smith, J., Guimond, F.-A., Aucoin, P., Gagnon, M., Moreau, D., St-Amand, J., Ayotte-Beaudet, J.-P., & Talbot, E. (2021). Examining high school students’ personality traits of extraversion and emotional stability in relation to their academic expectation and value appraisals. Interdisciplinary Education and Psychology, 2(3), 6.
  • Smith, J., Guimond, F.-A., Bergeron, J., St-Amand, J., Fitzpatrick, C., & Gagnon, M. (2021). Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/introversion? Education Sciences, 11(1), 30.
  • Tang, X., Upadyaya, K., & Salmela-Aro, K. (2021). School burnout and psychosocial problems among adolescents: Grit as a resilience factor. Journal of Adolescence, 86, 77–89. https://doi.org/10.1016/j.adolescence.2020.12.002
  • Umarji, O., Dicke, A. L., Safavian, N., Karabenick, S. A., & Eccles, J. S. (2021). Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents’ math motivation. Journal of School Psychology, 84, 32-48.

2020

  • Chung, J., Bong, M.*, & Kim, S. (2020). Performing under challenge: The differing effects of ability and normative performance goals. Journal of Educational Psychology, 112(4), 823-840.
  • Gaspard, H., Jiang, Y.*, Piesch, H., Nagengast, B., Jia, N., Lee, J., & Bong, M. (2020). Assessing students’ task values and costs in three countries: Gender and age differences within countries and structural differences across countries. Learning and Individual Differences, 79, 101836.
  • Lee, M., Shin, D. D., & Bong, M.* (2020). Boys are affected by their parents more than girls are: Parents’ utility value socialization in science. Journal of Youth and Adolescence, 49(1), 87-101.
  • Pugh, K. J. (2020). Transformative science education: Change how your students experience the world. Teachers College Press. LINK
  • Jiang, Y.*, Kim, S., & Bong, M. (2020). The role of cost in adolescent students’ maladaptive academic outcomes. Journal of School Psychology, 83, 1-24.
  • 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.
  • Song, J., Kim, S., & Bong, M. (2020). Controllability attribution as a mediator in the effect of mindset on achievement goal adoption following failure. Frontiers in Psychology, 10, 2943.
  • 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
  • Tang, X., Wang, M. T., Parada, F., & Salmela-Aro, K. (2020). Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-020-01348-1
  • Tuovinen, S., Tang, X., & Salmela-Aro, K. (2020). Introversion and Social Engagement: Scale Validation, Their Interaction, and Positive Association with Self-Esteem. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.590748
  • 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. https://doi.org/10.1080/2331186X.2020.1734284 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

2019

  • 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. https://doi.org/10.1038/s41562-018-0523-0 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
  • Gehlbach, H., Robinson, C. D., & Vriesema, C. C. (2019). Leveraging cognitive consistency to nudge conservative climate change beliefs. Journal of Environmental Psychology, 61, 134-137. https://doi.org/https://doi.org/10.1016/j.jenvp.2018.12.004
  • Miele, D. B., Browman, A. S., & Vasilyeva, M. (2019). Individual differences in students’ effort source beliefs predict their judgments of ability. Motivation Science. https://doi.org/10.1037/mot0000124 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
  • Shin, D. D., Lee, M., Ha, J. E., Park, J. H., Ahn, H. S., Son, E., Chung, Y., & Bong, M.* (2019). Science for all: Boosting science motivation of elementary school students with utility value intervention. Learning and Instruction, 60, 104-116.
  • Song, J., Kim, S.*, & Bong, M. (2019). The more interest, the less effort cost perception and effort avoidance. Frontiers in Psychology, 10, 2146.
  • Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2019). Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes. Journal of Youth and Adolescence, 48(5), 850-863. https://doi.org/10.1007/s10964-019-00998-0
  • 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

2018

  • 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

2017

  • 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

2016

  • 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