Chris S Hulleman
Dados Biográficos
| ID | 1661316 |
|---|---|
| NOME | Chris S Hulleman |
| PRENOMES | Chris S |
| SOBRENOME | Hulleman |
| ASSINATURA | HULLEMAN C S |
| AFILIAÇÕES | University of Virginia |
| ORCID | 0000-0001-8053-7948 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 30 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions
Identifying the psychological mechanisms of utility‐value activities to inform educational research and practice
BACKGROUND: Utility-value interventions have been shown to promote students' achievement and motivation in mathematics through encouraging them to identify connections between course content and their real lives. To extend the benefits of these interventions, additional research is necessary to test their efficacy in diverse high school contexts, as well as investigate the psychological mechanisms through which they benefit students. AIMS: To inf…
Race, academic achievement and the issue of inequitable motivational payoff
The potential of relevance interventions for scaling up
Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninth-grade math classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation an…
Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written in…
More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics
This study compared two expectancy-value-theory-based interventions designed to promote college students’ motivation and performance in introductory college physics. The utility value intervention was adapted from prior research and focused on helping students relate course material to their lives in order to perceive the material as more useful. The cost reduction intervention was novel and aimed to help students perceive the challenges of their…
A national experiment reveals where a growth mindset improves achievement
A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving …
Making connections
We replicated and extended prior research investigating a theoretically guided intervention based on expectancy-value theory designed to enhance student learning outcomes (e.g., Hulleman & Harackiewicz, 2009). First, we replicated prior work by demonstrating that the utility value intervention, which manipulated whether students made connections between the course material and their lives, increased both interest and performance of low-performing…
Motivation Interventions in Education
This meta-analysis provides an extensive and organized summary of intervention studies in education that are grounded in motivation theory. We identified 74 published and unpublished papers that experimentally manipulated an independent variable and measured an authentic educational outcome within an ecologically valid educational context. Our analyses included 92 independent effect sizes with 38,377 participants. Our results indicated that inter…
The Role of Mothers' Communication in Promoting Motivation for Math and Science Course‐Taking in High School
In the context of concerns about American youths' failure to take advanced math and science (MS) courses in high school, we examined mothers' communication with their adolescent about taking MS courses. At ninth grade, U.S. mothers (n = 130) were interviewed about their responses to hypothetical questions from their adolescent about the usefulness of algebra, geometry, calculus, biology, chemistry, and physics. Responses were coded for elaboratio…
Expectancy-Value-Cost Model of Motivation
Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients
Identifying the active ingredients of an intervention—intervention-specific components serving as key levers of change—is crucial for unpacking the intervention black box. Measures of intervention fidelity can be used to identify specific active ingredients, yet such applications are rare. We illustrate how fidelity measures can be used to identify program active ingredients in the context of a social-emotional learning intervention ( Responsive …
A Practical Measure of Student Motivation
We present validity evidence for the Expectancy-Value-Cost (EVC) Scale of student motivation. Using a brief, 10-item scale, we measured middle school students’ expectancy, value, and cost for their math and science classes in the Fall and Winter of the same academic year. Confirmatory factor analyses supported the three-factor structure of the EVC Scale, as well as measurement invariance across gender, academic domain, and time. Predictions of th…
Helping Parents to Motivate Adolescents in Mathematics and Science
The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school–aged children would lead them to take more mathematics and scie…
Achievement Goal Theory at the Crossroads
Achievement goal theory has been one of the most prominent theories of motivation in educational research for more than 25 years. It has undergone considerable revision during that span, most notably with the distinction between approach and avoidance goals, debate concerning the critical features of performance goals, and the emergence of a multiple goal perspective that emphasizes the positive potential of performance-approach goals alongside m…
Enhancing interest and performance with a utility value intervention.
We tested whether a utility value intervention (via manipulated relevance) influenced interest and performance on a task and whether this intervention had different effects depending on an individual's performance expectations or prior performance. Interest was defined as triggered situational interest (i.e., affective and emotional task reactions) and maintained situational interest (i.e., inclination to engage in the task in the future). In 2 r…
A meta-analytic review of achievement goal measures
This meta-analysis addresses whether achievement goal researchers are using different labels for the same constructs or putting the same labels on different constructs. We systematically examined whether conceptual and methodological differences in the measurement of achievement goals moderated achievement goal intercorrelations and relationships with outcomes. We reviewed 243 correlational studies of self-reported achievement goals comprising a …
Promoting Interest and Performance in High School Science Classes
For the Love of Science Which is a better predictor of a student's continued participation in science, facile understanding or personal interest? Hulleman and Harackiewicz (p. 1410 ) designed an experiment to find out what drives high-school students. First-year high-school students were asked either to write about what they had just learned or about how what they had just learned connected to some facet of their personal lives. Connections of pe…
Task values, achievement goals, and interest
The research presented in this article integrates 3 theoretical perspectives in the field of motivation: expectancy-value, achievement goals, and interest. The authors examined the antecedents (initial interest, achievement goals) and consequences (interest, performance) of task value judgments in 2 learning contexts: a college classroom and a high school sports camp. The pattern of findings was consistent across both learning contexts. Initial i…
A Practical Measure of Student Motivation
We present validity evidence for the Expectancy-Value-Cost (EVC) Scale of student motivation. Using a brief, 10-item scale, we measured middle school students’ expectancy, value, and cost for their math and science classes in the Fall and Winter of the same academic year. Confirmatory factor analyses supported the three-factor structure of the EVC Scale, as well as measurement invariance across gender, academic domain, and time. Predictions of th…
Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients
Identifying the active ingredients of an intervention—intervention-specific components serving as key levers of change—is crucial for unpacking the intervention black box. Measures of intervention fidelity can be used to identify specific active ingredients, yet such applications are rare. We illustrate how fidelity measures can be used to identify program active ingredients in the context of a social-emotional learning intervention ( Responsive …
Race, academic achievement and the issue of inequitable motivational payoff
The Role of Mothers' Communication in Promoting Motivation for Math and Science Course‐Taking in High School
In the context of concerns about American youths' failure to take advanced math and science (MS) courses in high school, we examined mothers' communication with their adolescent about taking MS courses. At ninth grade, U.S. mothers (n = 130) were interviewed about their responses to hypothetical questions from their adolescent about the usefulness of algebra, geometry, calculus, biology, chemistry, and physics. Responses were coded for elaboratio…
Task values, achievement goals, and interest
The research presented in this article integrates 3 theoretical perspectives in the field of motivation: expectancy-value, achievement goals, and interest. The authors examined the antecedents (initial interest, achievement goals) and consequences (interest, performance) of task value judgments in 2 learning contexts: a college classroom and a high school sports camp. The pattern of findings was consistent across both learning contexts. Initial i…
Promoting Interest and Performance in High School Science Classes
For the Love of Science Which is a better predictor of a student's continued participation in science, facile understanding or personal interest? Hulleman and Harackiewicz (p. 1410 ) designed an experiment to find out what drives high-school students. First-year high-school students were asked either to write about what they had just learned or about how what they had just learned connected to some facet of their personal lives. Connections of pe…
Enhancing interest and performance with a utility value intervention.
We tested whether a utility value intervention (via manipulated relevance) influenced interest and performance on a task and whether this intervention had different effects depending on an individual's performance expectations or prior performance. Interest was defined as triggered situational interest (i.e., affective and emotional task reactions) and maintained situational interest (i.e., inclination to engage in the task in the future). In 2 r…
A meta-analytic review of achievement goal measures
This meta-analysis addresses whether achievement goal researchers are using different labels for the same constructs or putting the same labels on different constructs. We systematically examined whether conceptual and methodological differences in the measurement of achievement goals moderated achievement goal intercorrelations and relationships with outcomes. We reviewed 243 correlational studies of self-reported achievement goals comprising a …
Achievement Goal Theory at the Crossroads
Achievement goal theory has been one of the most prominent theories of motivation in educational research for more than 25 years. It has undergone considerable revision during that span, most notably with the distinction between approach and avoidance goals, debate concerning the critical features of performance goals, and the emergence of a multiple goal perspective that emphasizes the positive potential of performance-approach goals alongside m…
Helping Parents to Motivate Adolescents in Mathematics and Science
The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school–aged children would lead them to take more mathematics and scie…
Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients
Identifying the active ingredients of an intervention—intervention-specific components serving as key levers of change—is crucial for unpacking the intervention black box. Measures of intervention fidelity can be used to identify specific active ingredients, yet such applications are rare. We illustrate how fidelity measures can be used to identify program active ingredients in the context of a social-emotional learning intervention ( Responsive …
A Practical Measure of Student Motivation
We present validity evidence for the Expectancy-Value-Cost (EVC) Scale of student motivation. Using a brief, 10-item scale, we measured middle school students’ expectancy, value, and cost for their math and science classes in the Fall and Winter of the same academic year. Confirmatory factor analyses supported the three-factor structure of the EVC Scale, as well as measurement invariance across gender, academic domain, and time. Predictions of th…
Expectancy-Value-Cost Model of Motivation
Motivation Interventions in Education
This meta-analysis provides an extensive and organized summary of intervention studies in education that are grounded in motivation theory. We identified 74 published and unpublished papers that experimentally manipulated an independent variable and measured an authentic educational outcome within an ecologically valid educational context. Our analyses included 92 independent effect sizes with 38,377 participants. Our results indicated that inter…
The Role of Mothers' Communication in Promoting Motivation for Math and Science Course‐Taking in High School
In the context of concerns about American youths' failure to take advanced math and science (MS) courses in high school, we examined mothers' communication with their adolescent about taking MS courses. At ninth grade, U.S. mothers (n = 130) were interviewed about their responses to hypothetical questions from their adolescent about the usefulness of algebra, geometry, calculus, biology, chemistry, and physics. Responses were coded for elaboratio…
Making connections
We replicated and extended prior research investigating a theoretically guided intervention based on expectancy-value theory designed to enhance student learning outcomes (e.g., Hulleman & Harackiewicz, 2009). First, we replicated prior work by demonstrating that the utility value intervention, which manipulated whether students made connections between the course material and their lives, increased both interest and performance of low-performing…
A national experiment reveals where a growth mindset improves achievement
A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving …
Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written in…
More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics
This study compared two expectancy-value-theory-based interventions designed to promote college students’ motivation and performance in introductory college physics. The utility value intervention was adapted from prior research and focused on helping students relate course material to their lives in order to perceive the material as more useful. The cost reduction intervention was novel and aimed to help students perceive the challenges of their…
The potential of relevance interventions for scaling up
Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninth-grade math classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation an…
Identifying the psychological mechanisms of utility‐value activities to inform educational research and practice
BACKGROUND: Utility-value interventions have been shown to promote students' achievement and motivation in mathematics through encouraging them to identify connections between course content and their real lives. To extend the benefits of these interventions, additional research is necessary to test their efficacy in diverse high school contexts, as well as investigate the psychological mechanisms through which they benefit students. AIMS: To inf…
Race, academic achievement and the issue of inequitable motivational payoff
Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions
Psychology (18 obras) · Education, Achievement, and Giftedness (17 obras) · Motivation and Self-Concept in Sports (12 obras) · Social Psychology (12 obras) · Mathematics education (10 obras) · Psychological intervention (8 obras) · Intervention (counseling) (6 obras) · Computer Science (5 obras) · Expectancy theory (5 obras) · Mathematics (5 obras)