Year |
Citation |
Score |
2019 |
Rosenzweig EQ, Hulleman CS, Barron KE, Kosovich JJ, Priniski SJ, Wigfield A. Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses The Journal of Experimental Education. 87: 332-352. DOI: 10.1080/00220973.2018.1496059 |
0.682 |
|
2018 |
Flake JK, Barron KE, Hulleman C, McCoach BD, Welsh ME. Corrigendum to “Measuring cost: The forgotten component of expectancy-value theory” [Contemp. Educ. Psychol. 41 (2015) 232–244] Contemporary Educational Psychology. 54: 309. DOI: 10.1016/J.Cedpsych.2018.05.001 |
0.662 |
|
2017 |
Hulleman CS, Kosovich JJ, Barron KE, Daniel DB. Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology. 109: 387-404. DOI: 10.1037/Edu0000146 |
0.742 |
|
2016 |
Lazowski RA, Barron KE, Kosovich JJ, Hulleman CS. Are We Ready to Recommend a College Readiness Index? A Reply to Gaertner and McClarty (2015) Educational Measurement: Issues and Practice. 35: 26-29. DOI: 10.1111/Emip.12118 |
0.724 |
|
2015 |
Kosovich JJ, Hulleman CS, Barron KE, Getty S. A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School Journal of Early Adolescence. 35: 790-816. DOI: 10.1177/0272431614556890 |
0.737 |
|
2015 |
Flake JK, Barron KE, Hulleman C, McCoach BD, Welsh ME. Measuring cost: The forgotten component of expectancy-value theory Contemporary Educational Psychology. 41: 232-244. DOI: 10.1016/J.Cedpsych.2015.03.002 |
0.708 |
|
2015 |
Hulleman CS, Barron KE. Motivation interventions in education: Bridging theory, research, and practice Handbook of Educational Psychology: Third Edition. 160-171. |
0.665 |
|
2014 |
Barron KE, Apple KJ. Debating curricular strategies for teaching statistics and research methods: What does the current evidence suggest? Teaching of Psychology. 41: 187-194. DOI: 10.1177/0098628314537967 |
0.424 |
|
2012 |
Bounoua L, Cury F, Regner I, Huguet P, Barron KE, Elliot AJ. Motivated use of information about others: linking the 2 × 2 achievement goal model to social comparison propensities and processes. The British Journal of Social Psychology / the British Psychological Society. 51: 626-41. PMID 21635273 DOI: 10.1111/J.2044-8309.2011.02027.X |
0.548 |
|
2010 |
Hulleman CS, Barron KE. Performance pay and teacher motivation: Separating myth from reality Phi Delta Kappan. 91: 27-31. DOI: 10.1177/003172171009100806 |
0.691 |
|
2010 |
Linnenbrink-Garcia L, Durik AM, Conley AMM, Barron KE, Tauer JM, Karabenick SA, Harackiewicz JM. Measuring situational interest in academic domains Educational and Psychological Measurement. 70: 647-671. DOI: 10.1177/0013164409355699 |
0.721 |
|
2010 |
Baranik LE, Barron KE, Finney SJ. Examining specific versus general measures of achievement goals Human Performance. 23: 155-172. DOI: 10.1080/08959281003622180 |
0.356 |
|
2008 |
Harackiewicz JM, Durik AM, Barron KE, Linnenbrink-Garcia L, Tauer JM. 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. DOI: 10.1037/0022-0663.100.1.105 |
0.735 |
|
2007 |
Baranik LE, Barron KE, Finney SJ. Measuring goal orientation in a work domain: Construct validity evidence for the 2×2 Framework Educational and Psychological Measurement. 67: 697-718. DOI: 10.1177/0013164406292090 |
0.356 |
|
2007 |
Jeanne Horst S, Finney SJ, Barron KE. Moving beyond academic achievement goal measures: A study of social achievement goals Contemporary Educational Psychology. 32: 667-698. DOI: 10.1016/J.Cedpsych.2006.10.011 |
0.373 |
|
2007 |
Pastor DA, Barron KE, Miller BJ, Davis SL. A latent profile analysis of college students' achievement goal orientation Contemporary Educational Psychology. 32: 8-47. DOI: 10.1016/J.Cedpsych.2006.10.003 |
0.485 |
|
2006 |
Barron KE, Evans SW, Baranik LE, Serpell ZN, Buvinger E. Achievement goals of students with ADHD Learning Disability Quarterly. 29: 137-158. DOI: 10.2307/30035504 |
0.44 |
|
2006 |
Thomas JA, Barron KE. A test of multiple achievement goal benefits in physical education activities Journal of Applied Sport Psychology. 18: 114-135. DOI: 10.1080/10413200600653527 |
0.421 |
|
2005 |
Fairchild AJ, Horst SJ, Finney SJ, Barron KE. Evaluating existing and new validity evidence for the Academic Motivation Scale Contemporary Educational Psychology. 30: 331-358. DOI: 10.1016/J.Cedpsych.2004.11.001 |
0.375 |
|
2004 |
Harackiewicz JM, Barron KE. Conducting social psychological research in educational settings: “Lessons we learned in school” The Sage Handbook of Methods in Social Psychology. 471-484. DOI: 10.4135/9781412976190.n22 |
0.572 |
|
2004 |
Finney SJ, Pieper SL, Barron KE. Examining the psychometric properties of the achievement goal questionnaire in a general academic context Educational and Psychological Measurement. 64: 365-382. DOI: 10.1177/0013164403258465 |
0.406 |
|
2004 |
Frazier PA, Tix AP, Barron KE. Testing moderator and mediator effects in counseling psychology research Journal of Counseling Psychology. 51: 115-134. DOI: 10.1037/0022-0167.51.1.115 |
0.317 |
|
2004 |
Harackiewicz JM, Durik AM, Barron KE. Multiple goals, optimal motivation, and the development of interest Social Motivation: Conscious and Unconscious Processes. 21-39. DOI: 10.1017/CBO9780511735066.004 |
0.728 |
|
2003 |
Barron KE, Harackiewicz JM. 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. DOI: 10.1016/J.Ijer.2004.06.004 |
0.713 |
|
2002 |
Harackiewicz JM, Barron KE, Pintrich PR, Elliot AJ, Thrash TM. Revision of achievement goal theory: Necessary and illuminating Journal of Educational Psychology. 94: 638-645. DOI: 10.1037/0022-0663.94.3.638 |
0.715 |
|
2002 |
Harackiewicz JM, Barron KE, Tauer JM, Elliot AJ. 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 Psychology. 94: 562-575. DOI: 10.1037/0022-0663.94.3.562 |
0.764 |
|
2001 |
Barron KE, Harackiewicz JM. Achievement goals and optimal motivation: testing multiple goal models. Journal of Personality and Social Psychology. 80: 706-22. PMID 11374744 DOI: 10.1037/0022-3514.80.5.706 |
0.662 |
|
2000 |
Harackiewicz JM, Barron KE, Tauer JM, Carter SM, Elliot AJ. Short-term and long-term consequences of achievement goals: Predicting interest and performance over time Journal of Educational Psychology. 92: 316-330. DOI: 10.1037/0022-0663.92.2.316 |
0.761 |
|
1998 |
Harackiewicz JM, Barron KE, Elliot AJ. Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist. 33: 1-21. DOI: 10.1207/S15326985Ep3301_1 |
0.774 |
|
1998 |
Harackiewicz JM, Barron KE, Elliot AJ. Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist. 33: 1-21. DOI: 10.1207/S15326985EP3301_1 |
0.721 |
|
1997 |
Harackiewicz JM, Barron KE, Carter SM, Lehto AT, Elliot AJ. Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade Journal of Personality and Social Psychology. 73: 1284-1295. DOI: 10.1037/0022-3514.73.6.1284 |
0.771 |
|
1997 |
Harackiewicz JM, Barron KE, Carter SM, Lehto AT, Elliot AJ. Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology. 73: 1284-1295. DOI: 10.1037/0022-3514.73.6.1284 |
0.589 |
|
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