Erika A Patall
Biographic Data
| ID | 1659535 |
|---|---|
| NAME | Erika A Patall |
| GIVEN NAMES | Erika A |
| FAMILY NAME | Patall |
| SIGNATURE | PATALL E A |
| AFFILIATIONS | University of Southern California |
| ORCID | 0000-0003-3448-8932 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 101 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Race-reimaged autonomy support: A validation of a measure that integrates self-determination theory and culturally relevant education
Although self-determination theory (SDT) and culturally relevant and responsive education (CRRE) each offer valuable insights for supporting student motivation, they have rarely been integrated. This study introduces and validates a measure of the Race-Reimaged Autonomy-Supportive Instruction (RR-ASI) framework, which reimages core SDT practices through a culturally grounded, justice-oriented lens. Across three studies, we validated the RR-ASI fr…
Greater autonomy need satisfaction with a little help from my friends: A randomized control trial to increase peer-directed agentic engagement
Peer-directed agentic engagement is a new educational phenomenon. • We conducted a multilevel randomized control trial with longitudinally assessed dependent measures. • Peer-directed agentic engagement emerges from autonomy-supportive teaching and student autonomy. • Once increased, peer-based agentic engagement yields motivational benefits. This preregistered study introduced the new phenomenon of peer-directed agentic engagement, defined as th…
Daily autonomy, relatedness, and classroom engagement among Latino and White high school science students
Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Students’ beliefs about agentic engagement: A phenomenological study in urban high school physical science and engineering classes
Promoting an agentic orientation: An intervention in university psychology and physical science courses
Feeling proud today may lead people to coast tomorrow: Daily intraindividual associations between emotion and effort in academic goal striving
Research examining the associations between emotions and goal-directed behaviors has mainly relied on between-subjects designs even though much of the advice based on these findings focus on within-individual changes. The purpose of this study was to better understand intraindividual daily associations between emotions and effort in the context of college students' academic goal striving. In Study 1 (2,531 daily reports from 194 college students …
Prosocial modeling: A meta-analytic review and synthesis
0.45) of prosocial modeling in eliciting subsequent helping behavior. The prosocial modeling effect generalized across different types of helping behaviors, different targets in need of help, and was robust to experimenter bias. Nevertheless, there was cross-societal variation in the magnitude of the modeling effect, and the magnitude of the prosocial modeling effect was larger when participants were presented with an opportunity to help the mode…
The Complex Role of Choice in Human Motivation and Functioning
Years of research have implicated a complex set of motivational causes and consequences of choice. Psychological theory has often prescribed the benefits of choosing, though limitations to this view of choice as being ubiquitously positive are apparent. In this chapter, the relation between choice, motivation, and variety of psychological and behavioral outcomes is examined. The role of choice in human functioning is examined from a variety of pe…
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization
Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of this review, we discuss how the process of internalization, in addition to intrinsic motivation, consti…
Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design
Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their r…
Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: A Meta-analysis of Research
The role of competence in the effects of choice on motivation
Antecedents and consequences of situational interest
BackgroundThere is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI.AimThe current study investigated (1) contextual antecedents of SI; (2) potential benefits of SI for academic outcomes; and (3) SI as a mediator of classroom practices to academic outcomes.SampleParticipants were 126 male and female adolescents (mean age = 14.6 …
Academic Potential Beliefs and Feelings: Conceptual Development and Relations with Academic Outcomes
Students’ beliefs about their own academic potential and corresponding feelings of satisfaction in reaction to those beliefs may be influential motivators of academic attitudes and behaviors. To explore this possibility, the authors developed and tested a 10-item Academic Potential Beliefs and Feelings Questionnaire (APBFQ) in three independent samples across two studies. The measure was found to have two coherent factors: (i) beliefs about acade…
A meta-analysis of the effect of juvenile delinquency interventions on academic outcomes
The effectiveness and relative importance of choice in the classroom.
This investigation examined the effects of providing choices among homework assignments on motiva-tion and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported hig…
Parent Involvement in Homework: A Research Synthesis
New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic per…
The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003
In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework–achievement correlations revealed evidenc…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings
The role of competence in the effects of choice on motivation
Antecedents and consequences of situational interest
BackgroundThere is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI.AimThe current study investigated (1) contextual antecedents of SI; (2) potential benefits of SI for academic outcomes; and (3) SI as a mediator of classroom practices to academic outcomes.SampleParticipants were 126 male and female adolescents (mean age = 14.6 …
Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey
A meta-analysis of the effect of juvenile delinquency interventions on academic outcomes
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003
In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework–achievement correlations revealed evidenc…
Parent Involvement in Homework: A Research Synthesis
New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic per…
The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings
The effectiveness and relative importance of choice in the classroom.
This investigation examined the effects of providing choices among homework assignments on motiva-tion and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported hig…
Academic Potential Beliefs and Feelings: Conceptual Development and Relations with Academic Outcomes
Students’ beliefs about their own academic potential and corresponding feelings of satisfaction in reaction to those beliefs may be influential motivators of academic attitudes and behaviors. To explore this possibility, the authors developed and tested a 10-item Academic Potential Beliefs and Feelings Questionnaire (APBFQ) in three independent samples across two studies. The measure was found to have two coherent factors: (i) beliefs about acade…
A meta-analysis of the effect of juvenile delinquency interventions on academic outcomes
The role of competence in the effects of choice on motivation
Antecedents and consequences of situational interest
BackgroundThere is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI.AimThe current study investigated (1) contextual antecedents of SI; (2) potential benefits of SI for academic outcomes; and (3) SI as a mediator of classroom practices to academic outcomes.SampleParticipants were 126 male and female adolescents (mean age = 14.6 …
Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design
Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their r…
Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: A Meta-analysis of Research
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization
Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of this review, we discuss how the process of internalization, in addition to intrinsic motivation, consti…
The Complex Role of Choice in Human Motivation and Functioning
Years of research have implicated a complex set of motivational causes and consequences of choice. Psychological theory has often prescribed the benefits of choosing, though limitations to this view of choice as being ubiquitously positive are apparent. In this chapter, the relation between choice, motivation, and variety of psychological and behavioral outcomes is examined. The role of choice in human functioning is examined from a variety of pe…
Feeling proud today may lead people to coast tomorrow: Daily intraindividual associations between emotion and effort in academic goal striving
Research examining the associations between emotions and goal-directed behaviors has mainly relied on between-subjects designs even though much of the advice based on these findings focus on within-individual changes. The purpose of this study was to better understand intraindividual daily associations between emotions and effort in the context of college students' academic goal striving. In Study 1 (2,531 daily reports from 194 college students …
Prosocial modeling: A meta-analytic review and synthesis
0.45) of prosocial modeling in eliciting subsequent helping behavior. The prosocial modeling effect generalized across different types of helping behaviors, different targets in need of help, and was robust to experimenter bias. Nevertheless, there was cross-societal variation in the magnitude of the modeling effect, and the magnitude of the prosocial modeling effect was larger when participants were presented with an opportunity to help the mode…
Students’ beliefs about agentic engagement: A phenomenological study in urban high school physical science and engineering classes
Promoting an agentic orientation: An intervention in university psychology and physical science courses
Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Daily autonomy, relatedness, and classroom engagement among Latino and White high school science students
Race-reimaged autonomy support: A validation of a measure that integrates self-determination theory and culturally relevant education
Although self-determination theory (SDT) and culturally relevant and responsive education (CRRE) each offer valuable insights for supporting student motivation, they have rarely been integrated. This study introduces and validates a measure of the Race-Reimaged Autonomy-Supportive Instruction (RR-ASI) framework, which reimages core SDT practices through a culturally grounded, justice-oriented lens. Across three studies, we validated the RR-ASI fr…
Greater autonomy need satisfaction with a little help from my friends: A randomized control trial to increase peer-directed agentic engagement
Peer-directed agentic engagement is a new educational phenomenon. • We conducted a multilevel randomized control trial with longitudinally assessed dependent measures. • Peer-directed agentic engagement emerges from autonomy-supportive teaching and student autonomy. • Once increased, peer-based agentic engagement yields motivational benefits. This preregistered study introduced the new phenomenon of peer-directed agentic engagement, defined as th…
Psychology (16 works) · Social Psychology (12 works) · Developmental psychology (11 works) · Cognitive psychology (7 works) · Education, Achievement, and Giftedness (6 works) · Mathematics education (6 works) · Motivation and Self-Concept in Sports (6 works) · Autonomy (5 works) · Pedagogy (5 works) · Behavioral Health and Interventions (4 works)