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.

2026

  • DeVries J.M., Eccles, J.S., & Arum, R. (2026). Gender-segregated trajectories to a university major and career-related motivation. Learning and Individual Differences, 126, 102847, https://doi.org/10.1016/j.lindif.2025.102847
  • Goldstein, M.G., Santana, M., Claro, S., Ong, X.L., & Chen, P. (2026). Parental autonomy support predicts strategic mindset, which relates to self-regulation and academic achievement in Chile. Social Psychology of Education, 29(24). https://doi.org/10.1007/s11218-026-10189-y
  • Master, A., Patel, K. S., Weltzien, K., & Sharmin, S. (2026). “I felt like I completely belonged in that class”: Gender and the development of sense of belonging in K-12 STEM education. Educational Psychology Review, 38, 10. https://doi.org/10.1007/s10648-025-10093-5

2025

  • Adeoye Olenloa, T.F. & Rogat, T.K. (2025). Social and academic sources of science classroom belonging in inquiry and traditional curricular contexts in middle school. The Elementary School Journal, 125(3), 417-444. https://doi.org/10.1086/734339
  • Ambarkutuk, Z., & Jones, B. D. (2025). Relationships among students’ perceptions of motivational climate, course motivation, and effort in undergraduate STEM courses. Journal for STEM Education Research. Advance online publication. https://doi.org/10.1007/s41979-025-00175-y
  • Berro, M. A., Ott, L., Garland, A., Evans, M., Hogan, K. A., Plumley, R. D., Kuhlmann, S. L., Yu, L., Bernacki, M. L., & Greene, J. A. (2025). Design matters: Students’ adherence to high-structure course design activities predicts their academic success. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000970
  • Botello, M., Dyson, N., Rutherford, T., & Jordan, N. C. (2025). Teachers’ Use of Motivational Messages While Teaching Fractions. The Elementary School Journal, 125(4). https://doi.org/10.1086/735431
  • Browman, A. S. (2025). Centering Social Fit, Self-Concept Fit, Goal Fit, and Resource Fit as Core Elements of Students’ Experiences of Belonging at School. Educational Psychology Review, 37(2), 38. https://doi.org/10.1007/s10648-025-10009-3
  • Cha, W., Kim, S., Lee, H. J., & Anderman, E. M. (2025). Exploration of mindset meaning system in an elite competitive schooling context using a mixed-methods approach. Contemporary Educational Psychology, 83, 102415. https://doi.org/10.1016/j.cedpsych.2025.102415
  • Chen, P., Chua, K. Q., Lim, H. Y., Hoe, Y. S., Teo, Q. K., Walton, G. M., & Dweck, C. S. (2025). A strategic mindset enhances children’s generation of effective strategies and delay of gratification across tasks. Developmental Psychology. https://psycnet.apa.org/fulltext/2025-70588-001.html
  • Daumiller, M., & Hemi, A. (2025). Peer relationships and student motivation: Theoretical and methodological approaches, empirical evidence, and future directions. British Journal of Educational Psychology, 95(4), 905-923. https://doi.org/10.1111/bjep.70030
  • Hemi, A., Madjar, N., Rich, Y., & Daumiller, M. (2025). Relationships between students’ achievement goals and social positioning in the classroom. British Journal of Educational Psychology, 95(4), 1047-1062. https://doi.org/10.1111/bjep.12762
  • Hoyniak, C., Rudasill, K., Breitenstein, R., Sealy, M., McQuillan, M., Staples, A., & Bates, J. (2025). Classroom Quality Moderates the Association Between Sleep Problems and Self-Regulation in the Preschool Classroom. Early Education and Development, 1-20. https://doi.org/10.1080/10409289.2025.2506184
  • Jeong, D., Kim, S. G., & Bong, M. (2025). Gender, mindset, and teacher support predict students’ math motivation profiles: Evidence from five countries in PISA 2022. Contemporary Educational Psychology, 83, Article 102428. https://doi.org/10.1016/j.cedpsych.2025.102428
  • Jones, B. D., Ambarkutuk, Z., & Schunk, D. H. (2025). Applications of the MUSIC Model of Motivation and its associated inventories: A systematic review and meta-analysis. International Journal of Applied Positive Psychology, 10, Article 67. https://doi.org/10.1007/s41042-025-00249-7
  • Kim, K. M., Park, Y., & Bong, M. (2025). Adolescent achievement goal profiles and their relationships with predictors and outcomes. Social Psychology of Education, 28, Article 52. https://doi.org/10.1007/s11218-024-10006-4
  • Kim, Y., Smith-Peirce, R. N., & Butler, A. C. (2025). Planning the use of cognitive and motivational learning strategies: Do students take context into account? Metacognition and Learning, 20(1), Article 44. https://doi.org/10.1007/s11409-025-09448-8
  • Lee, H. J., Kim, S., & Bong, M. (2025). Socializers’ mindsets and expectations as predictors of children’s mindsets, motivation, and achievement in math. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12764
  • Lee, H. J., & Mendoza, N. B. (2025). Does parental support amplify growth mindset predictions for student achievement and persistence? Cross-cultural findings from 76 countries/regions. Social Psychology of Education, 28, Article 88. https://doi.org/10.1007/s11218-025-10038-4
  • Limeri, L. B. (2025). Intelligence in context: A context-specific mindset measure better predicts outcomes for science and math undergraduates. CBE-Life Sciences Education, 24(1), ar19. https://doi.org/10.1187/cbe.24-09-0229
  • Muis, K. R., Kohatsu, M., Pekrun, R., & Li, S. (2025). Confusion and confusion regulation: An empirical investigation of the emotion regulation in achievement situations model. Contemporary Educational Psychology, 80, Article 102350. https://doi.org/10.1016/j.cedpsych.2025.102350
  • Paquette, B., Johnson, R. M., & Richter, C. G. (2025). The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors. Mind, Brain, and Education. https://doi.org/10.1111/mbe.70011
  • Rosenzweig, E. Q., Song, Y., Chen, X.-Y., Baldwin, A., Barger, M. M., Cotterell, M. E., Dees, J. A., Injaian, A. S., Walker, J. R., Wiegert, C. C., Weliweriya, N., & Lemons, P. P. (2025). Switching within STEM: Examining the motivational concerns that college students report considering when changing career plans within STEM fields. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000939
  • Rutherford, T., Rodrigues, A., Duque-Baird, S., Veng, S., Mykyta-Chomsky, R., Cao, Y., Chisholm, K., & Bergwall, E. (2025). “I just think it is the way of the future”: Teachers’ use of ChatGPT to develop motivationally-supportive math lessons. Computers & Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2025.100367
  • Salisbury-Glennon, J. D., Wang, C. -H., & D. M. Shannon (Eds.) (2025). Examining the Cognitive and Psychological Effects of the COVID-19 Global Pandemic on High School, Undergraduate and Graduate Learners. Emerald Publishing, formerly IAP Information Age Publishing. https://doi.org/10.1108/979-8-88730-897-5
  • Salisbury-Glennon, J. D., Wang, C. -H., & D. M. Shannon (Eds.) (2025). Instructional Survival in the Midst of the Perfect Storm: The Experiences of K-12 Teachers During the COVID-19 Global Pandemic. Emerald Publishing Limited. https://doi.org/10.1108/978-1-83708-504-020251002
  • Schoenherr, J., Schukajlow, S., & Pekrun, R. (2025). Emotions in mathematics learning: A systematic review and meta-analysis. Advance online publication. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-025-01651-w
  • Shin, D. D., Park, S., Kim, J. A., Nagengast, B., & Bong, M. (2025). Examining how teachers impact student learning and motivation across subject, school level, gender, and achievement level. Social Psychology of Education, 28, Article 145. https://doi.org/10.1007/s11218-025-10104-x
  • Stockinger, K., Dresel, M., Marsh, H. W., & Pekrun, R. (2025). Strategies for regulating achievement emotions: Conceptualization and relations with university students’ emotions, well-being, and health. Advance online publication. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102089
  • 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
  • Wilkins, J. L. M., Jones, B. D., & Fenerci, H. (2025). Investigating the motivational climate of a mathematics education course as a complex dynamic system. International Journal of Complexity in Education, 6(1), 5-42. https://doi.org/10.26262/ijce.v6i1.10850
  • Yu, F., Nyanamba, J. M., Anderson, B., DeerInWater, K., Estrada, M., Hosoda, K. K., Maldonado, N., Smith, T., Flores, L., & Hernandez, P. R. (2025). Navigating science pathways: Belonging mediates the impact of goal congruity on persistence (but not life satisfaction) among Indigenous students. Journal of Educational Psychology, 117(8), 1220–1233. https://doi.org/10.1037/edu0000967

2024

  • Anderman, E. M., Perry, A. H., Lee, H. J., McMahon S. D., Astor, R. A., Espelage, D. L., Martinez, A., Reddy, L. A., & Worrell, F. C. (2024). School goal structures and violence against educators before and during COVID-19. Journal of School Violence. https://doi.org/10.1080/15388220.2024.2318703
  • 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
  • Byrnes, M. K., Jones, B. D., & Holt Foerst, E. M. (2024). Examining the motivational climate and student effort in professional competency courses: Suggestions for improvement. Journal of Veterinary Medical Education, 51(3), 326-348. https://doi.org/10.3138/jvme-2022-0100
  • Chen, S., Jiang, Y., Qiu, S. et al. (2024). Distinct Roles of Parental Autonomy Support and Psychological Control in Chinese Elementary School Students’ Intelligence Mindsets and Academic Outcomes. Asia-Pacific Education Researcher, 34, 133-146. https://doi.org/10.1007/s40299-024-00842-5
  • Chen, S., Jiang, Y., Zhang, L, & Xu, J. (2024). Chinese Adolescent Students’ Motivational Profiles in English Learning: A Situated Expectancy-Value Theory Approach. Current Psychology, 43, 32774-32786. https://doi.org/10.1007/s12144-024-06820-w
  • Chouvalova, A. C., Navlekar, A., Mills, D. J., Adams, M., Daye, S., De Anda, F., & Limeri, L. B. (2024). Undergraduates’ reactions to errors mediates the association between growth mindset and study strategies. International Journal of STEM Education, 11(26), 1-15. https://doi.org/10.1186/s40594-024-00485-4
  • Frenzel, A. C., Dindar, M., Pekrun, R., Reck, C., & Marx, A. K. G. (2024). Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom. Learning and Instruction, 91, Article 101896. https://doi.org/10.1016/j.learninstruc.2024.101896
  • Hemi, A., Madjar, N., Daumiller, M., & Rich, Y. (2024). Achievement goals of the social peer-group and the entire class: Relationships with students’ individual achievement goals. Learning and Individual Differences, 115, 102524. https://doi.org/10.1016/j.lindif.2024.102524
  • Hemi, A., Madjar, N., & Rich, Y. (2024). Perceptions of peer and teacher goals predict academic achievement goals among adolescents. The Journal of Experimental Education, 92(4), 692-712. https://doi.org/10.1080/00220973.2023.2229778
  • Johnson, R. M., & Finch, J. E. (2024). Academic Achievement and Engagement During the Transition to Middle Childhood: Comparisons by Learning Disability Status. Learning Disability Quarterly. https://doi.org/10.1177/07319487241288222
  • Jones, B. D., Zhu, X., Ellis, M., Ambarkutuk, Z., & Fenerci, H. (2024). Connections between students’ perceptions of the motivational climate in a course and their motivational beliefs and academic and career goals. European Journal of Engineering Education. http://dx.doi.org/10.1080/03043797.2024.2446551
  • Karamarkovich, S. M., Lee, H., & Rutherford, T. (2024). It’s not quite linear for all: Examining changes in mathematics expectancies and values in elementary school. Elementary School Journal. https://doi.org/10.1086/732866
  • Kim, S.*, Lee, H. J., Bong, M. (2024). Parental mindsets as determinants of children’s achievement goals and performance in math. Social Psychology of Education. Advance online publication. https://doi.org/10.1007/s11218-024-09953-9
  • Lee, J. (2024). The roles of identity-based motivation and perceived instrumentality for probationary students’ positive self-beliefs, self-regulation, and performance. Research in Higher Education, 65, 655–678. https://doi.org/10.1007/s11162-024-09800-y
  • Lee, H. J., Kim, S.*, & Bong, M. (2024). Testing the dynamics between parent-child relationship and parent-belief intervention on children’s math motivation: A replication study with 3-month follow-up. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000908
  • Lee, H. J., Park, Y.*, & Bong, M. (2024). Differences in the longitudinal relationship between self-efficacy and interest across domains and student characteristics. Learning and Individual Differences, 113, Article 102462. https://doi.org/10.1016/j.lindif.2024.102462
  • Marsh, H. W., Guo, J., Pekrun, R., Lüdtke, O., Nunez‑Regueiro, F. (2024). Cracking chicken‑egg conundrums: Juxtaposing contemporaneous and lagged reciprocal effects models of academic self‑concept and achievement’s directional ordering. Educational Psychology Review, 36, Article 53. https://doi.org/10.1007/s10648-024-09887-w
  • Master, A., Alexander, T., Thompson, J., Fan, W., Meltzoff, A. N., & Cheryan, S. (2024). Causes and consequences of stereotypes: Interest stereotypes reduce adolescent girls’ motivation to enroll in computer science classes. Journal of Research on Technology in Education [Special issue: Computer science for all]. Advance online publication. https://doi.org/10.1080/15391523.2024.2402355
  • Matthew, J. S., & Wigfield, A. (2024). Past due: Racializing aspects of situated expectancy-value theory through the lens of critical dace theory. Motivation Science, 10(3), 182-196. https://doi.org/10.1037/mot0000337
  • Moss, J.D. and Wheeler, T. (2024) Beliefs about autonomy support and control in the classroom: An examination of Montessori and traditional U.S. public school teachers. Journal of Montessori Research, 10(2). https://doi.org/10.17161/jomr.v10i2.20260
  • 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
  • Putwain, D., Daumiller, M., Hussain, T., & Pekrun, R. (2024). Revisiting the relation between academic buoyancy and coping: A network analysis. Contemporary Educational Psychology, 78, Article 102283. https://doi.org/10.1016/j.cedpsych.2024.102283
  • Rudasill, K. M., Reichenberg, R. E., Eum, J., Barrett, J. S., Wilson, E. Joo, Y., & Sealy, M. (2024). The effect of INSIGHTS on developmental trajectories of children’s self- regulation. Early Childhood Education Journal, 1-14. https://doi.org/10.1007/s10643-024-01784-9
  • Rutherford, T. Lee, H., Bart, A. C., Rodrigues, A., & Englert, B. (2024). How self-beliefs, values, and belonging change and relate with performance during introductory computer science. Computer Science Education. https://doi.org/10.1080/08993408.2024.2429058
  • Sakaki, M., Murayama, K., Frenzel, A. C., Goetz, T., Marsh, H. W., Lichtenfeld, S., & Pekrun, R. (2024). Developmental Trajectories of Achievement Emotions in Mathematics During Adolescence Child Development, 95(1), 276–295. https://doi.org/10.1111/cdev.13996
  • Schwartze, M. M., Frenzel, A. C., Goetz, T., Lohbeck, A., Bednorz, D., Kleine, M., & Pekrun, R. (2024). Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12695
  • Shin, Y., Jung, J., & Lee, H. J. (2024). Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education. Metacognition and Learning, 19, 147-168. https://doi.org/10.1007/s11409-023-09362-x
  • 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 
  • Turnquest, K., Fan, W., Rangel, V. S., Dyer, N., & Master, A. (2024). Student engagement, school involvement, and transfer student success. Contemporary Educational Psychology, 79, 102322. https://doi.org/10.1016/j.cedpsych.2024.102322
  • 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
  • Zou, Y., & Zou, C. (2024). Exploring factors associated with higher education students’ learning outcomes in emergency remote teaching environments during the COVID-19 pandemic: General patterns and individual differences. Education and Information Technologies, 29: 6005–6035. https://doi.org/10.1007/s10639-023-12032-9

2023

  • Anyichie, A. C., & Butler, D. L. (2023). A pedagogical approach to fostering culturally diverse learners’ engagement in self-regulated learning. British Journal of Teacher Education and Pedagogy, 2(2), 01–16. https://doi.org/10.32996/bjtep.2023.2.2.1
  • Anyichie, A. C., & Butler, D. L. (2023). Examining culturally diverse learner’s motivation and engagement processes as situated in a context of a complex task. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1041946
  • Anyichie, A. C., Butler, D. L., Perry, N. E., & Nashon, S. M. (2023). Examining classroom contexts in support of culturally diverse learners’ engagement: An Integration of self-regulated learning and culturally responsive pedagogical practices. Frontline Learning Research, 11(1), 1–39. https://doi.org/10.14786/flr.v11i1.1115
  • Anyichie, A. C., Butler, D. L., & Nashon, S. M. (2023). Exploring teacher practices for enhancing student engagement in culturally diverse classrooms. Journal of Pedagogical Research, 7(5), 183–207. https://doi.org/10.33902/JPR.202322739
  • Jones, B. D., Ellis, M., Gu, F., & Fenerci, H. (2023). Motivational climate predicts effort and achievement in a large computer science course: Examining differences across sexes, races/ethnicities, and academic majors. International Journal of STEM Education, 10, Article 65. https://doi.org/10.1186/s40594-023-00457-0
  • 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
  • Shin, D. D., Lee, M., Jung, S. J., & Bong, M. (2023). Relative effects of classroom utility value intervention on the science motivation of girls and boys. Research in Science Education, 53, 593–612. https://doi.org/10.1007/s11165-022-10070-w
  • Shin, D. D., Park, Y., Lee, M., Kim, S.-i., & Bong, M. (2023). Are curiosity and situational interest different? Exploring distinct antecedents and consequences. British Journal of Educational Psychology, 93(4), 1207–1223. https://doi.org/10.1111/bjep.12627

2022

  • Allsop, Y., & Anderman, E. M. (2022). Developing sexual self-efficacy beliefs during adolescence: Do health teachers really matter? Journal of Youth and Adolescence, 51(11), 2061–2076. https://doi.org/10.1007/s10964-022-01646-w
  • 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
  • Lee, H. J., Lee, J., Song, J., Kim, S.* & Bong, M. (2022). Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math. Journal of Educational Psychology, 114(7), 1567-1588. https://doi.org/10.1037/edu0000743
  • 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 
  • Shin, D. D., Kim, S.-i., Lee, M.-J., Jiang, Y., & Bong, M. (2022). Role of perceived competence and task interest in learning from negative feedback. Frontiers in Psychology, 13, Article 830462. https://doi.org/10.3389/fpsyg.2022.830462
  • Shin, D. D., Lee, M., & Bong, M. (2022). Science utility value intervention for elementary school students: A six-month follow-up study. International Journal of Educational Research, 113, Article 101954. https://doi.org/10.1016/j.ijer.2022.101954

2021

  • Iaconelli, R., & Anderman, E. M. (2021). Classroom goal structures and communication style: The role of teacher immediacy and relevance-making in students’ perceptions of the classroom. Social Psychology of Education: An International Journal. https://doi.org/10.1007/s11218-021-09609-y
  • 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.
  • 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.
  • Koenka, A. C., Anderman, E. M., Anderman, L. H., & Won, S. (2020). Associations between ethnic identity and motivational beliefs in internationally adopted youth and the mediating role of school belonging. Learning and Individual Differences, 81. https://doi.org/10.1016/j.lindif.2020.101909
  • 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
  • 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
  • Won, S., Anderman, E. M., & Zimmerman, R. S. (2020). Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education. Journal of Educational Psychology, 112(5), 1003–1019. https://doi.org/10.1037/edu0000399
  • 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
  • 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
  • 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. https://doi.org/10.1002/sce.21490
  • 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

  • Anderman, E.M., Espelage, D.L., Reddy, L.A., McMahon, S.D., Martinez, A., Lane, K.L., Reynolds, C., & Paul, N. (2018). Teachers’ reactions to experiences of violence: An attributional analysis. Social Psychology of Education: An International Journal, 21(3), 621-653. https://doi.org/10.1007/s11218-018-9438-x
  • 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. https://doi.org/10.1037/edu0000271
  • 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. https://doi.org/10.1111/emip.12201
  • 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. https://doi.org/10.1007/s11031-018-9738-7
  • 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 10.1080/13598139.2018.1535244
  • 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