James Madison University


In Press

Durik, A. M., Hulleman, C. S., & Harackiewicz, J. M. (in press). One size fits some: Instructional enhancements to promote interest don't work the same for everyone. In K. A. Renninger & M. Nieswandt (Eds.), Interest, the self, and K-16 mathematics and science learning.  Washington, DC:  American Educational Research Association.

Flake, J., Barron, K. E., Hulleman, C. S., McCoach, D. B., & Welsh, M. E. (in press). Understanding cost: The Forgotten component of expectancy-value theory. Contemporary Educational Psychology.

Hulleman, C. S., & Barron, K. E. (in press). Motivation interventions in education: Bridging theory, research, and practice. To appear in: L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology, 3rd Ed. (2016). Routledge, Taylor and Francis: New York, NY.

Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. (in press). Expectancy-value models of achievement motivation in education. To appear in: A. A. Lipnevich, F. Preckel, & R. D. Robers (Eds.), Psychosocial skills and school systems in the Twenty-First century: Theory, research, and applications. Springer.

Hulleman, C.S., Barron, K.E., Kosovich, J.J., & Lazowski, R.A. (in press). Current theories, constructs, and interventions within an expectancy value framework. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications. Springer.

Kosovich, J.J., Hulleman, C.S., Barron, K.E., & Getty, S. (in press). Developing a practical measure of motivation: Expectancy-value-cost in middle school science and mathematics. Journal of Early Adolescence.


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. doi:10.1016/B978-0-08-097086-8.26099-6

Rimm-Kaufman, S. E., & Hulleman, C. S. (2015). Social and emotional learning in elementary school settings: Identifying mechanisms that matter. To appear in: J. Durlak & R. Weissberg (Eds.), The Handbook of social and emotional learning.


Abry, T.D.S., Hulleman, C. S., & Rimm-Kaufman, S. E. (2014). Using intervention core components to identify the active ingredients of the Responsive Classroom approach. American Journal of Evaluation.

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.

Barron, K.E. (2014). First year advising. In R.L. Miller & J.G. Irons (Eds.). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/academic-advising-2014-vol1

Barron, K.E., & Apple, K.J. (2014). Debating curricular strategies for teaching statistics and research methods: What does the current evidence suggest? Teaching of Psychology, 41, 187-194.

Barron, K. E., & Powell, D. N. (2014). Options on how to organize and structure advising. In R.L. Miller & J.G. Irons (Eds.). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues.

MacDonald, S. K., Williams, L.M., Lazowski, R.A., Horst, S.J., & Barron, K.E. (2014). Faculty attitudes toward general education assessment: A qualitative study about their motivation, Research and Practice in Assessment, 9, 74-90.

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. doi: 10.1037/a0036981


Baranik, L. E., Lau, A. R., Stanley, L. J., Barron, K. E., & Lance, C. E. (2013). Achievement goals in organizations: Is there support for mastery-avoidance? Journal of Managerial Issues, 25, 46-61.

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.

Senko, C., & Hulleman, C. S. (2013). The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, 105(2), 504-521. Advance online publication. doi: 10.1037/a0031136


Bounoua, L., Cury, F., Regner, I., Huguet, P., Barron, K.E., & Elliot, A.J. (2012). Motivated use of information about others: Linking the 2 x 2 achievement goal model to social comparison propensities and processes. British Journal of Social Psychology, 51, 626-641.

Buch, K., & Barron, K.E. (Eds.) (2012). Discipline-centered learning communities: Creating connections among students, faculty, and curricula. New Directions for Teaching and Learning Series. Jossey-Bass. 

Hulleman, C. S., & Barron, K. E. (2012). Progress report from Harrisonburg Public Schools and Motivation Research Institute Partnership. Motivation Research Institute, Harrisonburg, VA.

Harackiewicz, J. M., Rozek, C. R., 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.

***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.

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. DOI: 10.1007/s11414-012-9295-x


Barron, K.E., & Butler, J. (2011). Working with students to promote engagement in departmental and university-wide assessment. In R. L. Miller, E. Amsel, B. M. Kowalewski, B. C. Beins, K. D. Keith & B. F. Peden (Eds.), Promoting student engagement (Vol. 1, pp. 282-285). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/pse2011/index.php

Buch, K., & Barron, K.E. (2011). Engaging students through curricular-based learning communities. In R. L. Miller, E. Amsel, B. M. Kowalewski, B. C. Beins, K. D. Keith & B. F. Peden (Eds.), Promoting student engagement (Vol. 1, pp. 63-69). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/pse2011/index.php

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.


Baranik, L. E., Barron, K. E., & Finney, S. J. (2010). Specificity of achievement goal measures: An empirical investigation comparing general vs. specific measures. Human Performance, 23, 155-172.

Barry, C. L., Horst, S. J., Finney, S. J., Brown, A. R., & Kopp, J. (2010). Do examinees have similar test-taking effort? A high-stakes question for low-stakes testing. International Journal of Testing, 10(4), 342-363.

Briggs, M. K., Gilligan, T. D., Staton, A. R., & Barron, K. E. (2010). A collaborative approach to evaluating well-being in the middle school setting. Journal of School Counseling, 8(8). Retrieved from http://www.jsc.montana.edu/articles/v8n8.pdf

Elliot, A. J., Conroy, D., Barron, K. E., & Murayama, K. (2010). Achievement motives and goals: A developmental analysis. In M. E. Lamb & A. M. Freund (Eds.) Handbook on life-span human development. John Wiley and Sons Publishers.

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.

Hulleman, C. S., & Barron, K. E. (2010). Teacher motivation and performance pay: Separating myth from reality. Phi Delta Kappan, 91(9), 27-31.

Hulleman, C. S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010, October 11). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, Advance online publication. doi: 10.1037/a0019506.

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.

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.

Johnston, M. M. & Finney, S. J. (2010). Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale. Contemporary Educational Psychology, 35, 280-296.

Linnenbrink-Garcia, E. M., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Situational Interest Survey (SIS): An instrument to assess the role of situational factors in interest development. Educational and Psychological Measurement, 70(4), 647-671.


Barron, K.E., Buch, K., Andre, J.T., & Spaulding, S. (2010). Learning communities as an innovative beginning to the psychology major. In D. Dunn, B. Beins, M. McCarthy, & G.W. Hill (Eds.) Best Practices for Beginnings and Endings in the Psychology Major (pp. 107-124).New York, NY: Oxford University Press.

Barry, C. L. & Finney, S. J. (2009). Can we be confident in how we measure college confidence? A psychometric investigation of the College Self-efficacy Inventory. Measurement and Evaluation in Counseling and Development, 42, 197-222.

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.

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

Hulleman, C.S., Hartl, S., & Ciani, K. D. (2009). Character, motivation, and engagement in Expeditionary Learning Schools: A review of the relevant literature and available measurement instruments. A summary report for Expeditionary Learning Schools Staff and Friends.

Brochure #1 (10th-grade): Hulleman, C.S., Hyde, J.S., & Harackiewicz, J.M. (2008). Making connections: Helping your teen find value in school. http://glial.psych.wisc.edu/images/FacultyPapers/helpingyourteenfindvalue.pdf

Brochure #2 (11th-grade): Harackiewicz, J. M., Hulleman, C.S., & Hyde, J.S. (2009). Making connections: Helping your teen find value in school. http://glial.psych.wisc.edu/images/FacultyPapers/makingconnectionschoicesahead.pdf

Swerdzewski, P. J., Harmes, J. C., & Finney, S. J. (2009). Skipping the test: Using empirical evidence to inform policy related to students who avoid taking low-stakes assessment in college. Journal of General Education58, 167-195.

Thelk, A., Sundre, D. L., Horst, J. S., & Finney, S. J. (2009). Motivation matters: Using the Student Opinion Scale (SOS) to make valid inferences about student performance. Journal of General Education58, 131-151.


Barron, K. E., Brown, A. R., Egan, T. E., Gesualdi, C. R., & Marchuk, K. A. (2008). Validity. In S. F. Davis & W. Buskist (Eds.), 21st century psychology: A reference handbook (pp. 55-64). Thousand Oaks, CA: Sage.

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.

Cambell, H., Barry, C., Joe, J. & Finney, S. (2008) Configural, metric, and scalar invariance of the Modified Achievement Goal Questionnaire across African American and White university students. Educational and Psychological Measurement, 68, 988-1007.

Harackiewicz, J. M., Durik, A. M., Barron, K. E., Tauer, J. M., & Linnenbrink, E. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105-122.

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.

Miller, B. J. & Sundre, D. L. (2008). Achievement goal orientation toward general education vs. overall coursework. Journal of General Education, 57(3), 152-169.


Baranik, L. E., Barron, K. E., & Finney, S. J. (2007). Measuring goal orientation in a work domain: Construct validity evidence for the 2 x 2 framework. Educational and Psychological Measurement, 67, 697-718.

Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32, 667-698.

Pastor, D., Barron, K. E., Davis, S. L., & Miller, B. J. (2007). A latent profile analysis of college students' achievement goal orientation. Contemporary Educational Psychology, 32, 8-47.


Barron, K. E., Evans, S. W., Baranik, L. E., Buvinger, E. C., & Serpell, Z. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly29, 137-158.

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. Retrieved [August 7, 2006] from the Society for the Teaching of Psychology Web site: http://list.kennesaw.edu/archives/psychteacher.html

Thomas, J. A., & Barron, K. E. (2006). A test of multiple achievement goal benefits in physical education activities. Applied Journal of Sport Psychology18, 114-135.


Fairchild, A., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 331-358.

Harackiewicz, J. M., Durik, A., & Barron, K. E. (2005). Multiple goals, optimal motivation, and the development of interest. In J. Forgas, K. Williams, & S. Laham (Eds.), Social Motivation: Conscious and Unconscious Processes (pp. 21-39). New York, NY: Psychology Press.


Finney, S. J., Pieper, S. L., & Barron, K. E. (2004). Examining the psychometric properties of the Achievement Goal Questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365-382.

Sundre, D. L., & Kitsantas, A. L. (2004). An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemporary Educational Psychology, 29(1), 6-26.


Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics achievement based on achievement goal theory.Journal of Educational Psychology, 95, 604-616.

Barron, K. E., & Harackiewicz, J. M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research, 39, 357-374.

Finney, S. J., & Schraw, G. J. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161-186.


Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology94, 562-575.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology94, 638-645.

Sundre, D. L. & Moore, D. L. (2002). The Student Opinion Scale: A measure of examinee motivation.  Assessment Update, 14(1), 8-9.


Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.