Publications

Publications (with Dr. Patall)

Fong, C. J., Patall, E. A., Vasquez, A. C., & Strautberg, S. (in press). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review. doi: 10.1007/s10648-018-9446-6

Patall, E. A., Hooper, S. Y., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018). Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction, 58, 220-231. doi: 10.1016/j.learninstruc.2018.07.004

Patall, E. A., Steingut, R. R., Freeman, J. L., Pituch, K. A. & Vasquez, A. C. (in press). Gender Disparities in Students’ Motivational Experiences in High School Science Classrooms. Science Education. doi: 10.1002/sce.21461.

Patall, E. A. (in press). The complex role of choice in human motivation and functioning. In R. Ryan (Ed.), Oxford Handbook of Human Motivation, 2nd Edition. New York, NY: Oxford University Press

Patall, E. A. & Hooper, S. Y. (in press). The promise and peril of choosing for motivation and learning. In K. A. Renninger, A. & S. Hidi (Eds.), Cambridge Handbook of Motivation and Learning. UK: Cambridge University Press

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. R., Pituch, K. A. & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation, engagement, and disaffection in the high school science classroom. Journal of Educational Psychology, 110(2), 269-288. doi: 10.1037/edu0000214

Seo, E., Patall, E. A., Henderson, M., & Steingut, R. R. (2018). The effects of goal origin and implementation intentions on goal commitment and performance. Journal of Experimental Education, 86(3), 386-401. doi: 10.1080/00220973.2016.1277334

Vansteenkiste, M., Aelterman, N., De Muynck, G., Haerens, L., Patall, E. A. & Reeve, J. (2018). Fostering personal meaning and relevance: A self-determination theory perspective. Journal of Experimental Education, 86(1), 30-49, doi: 10.1080/00220973.2017.138106

Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. R., & Pituch, K. A. (2017). Supporting and thwarting autonomy in the high school science classroom. Cognition & Instruction, 35(4), 337-362. doi: 10.1080/07370008.2017.1358722. Link to supplemental materials: PRtoAut MS_2.21.17_supplemental materials

Patall, E. A. & Hooper, S. Y. (2017). The role of choice in understanding adolescent autonomy and academic functioning. In B. Soenens, S.Van Petegem, and M. Vansteenkiste (Eds.), Autonomy in Adolescent Development: Towards Conceptual Clarity (Studies in Adolescent Development). New York, NY: Routledge.

Steingut, R., Patall, E.A., & Trimble, S. (2017). The effect of rationale on motivation and performance outcomes: A meta-analysis. Motivation Science, 3(1), 19-50. doi:10.1037/mot0000039

Leach, J. K., & Patall, E. A. (2016). Need-supportive advising for undecided students. NACADA Journal, 36(2), 20-33, doi: 10.12930/NACADA-15-035

Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. R., & Pituch, K. A. (2016). Daily interest, engagement, and autonomy support in the high school science classroom. Contemporary Educational Psychology, 46, 180–194. doi:10.1016/j.cedpsych.2016.06.002

Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from Behavioral and Brain Sciences, 3(2), 228-236. doi: 10.1177/2372732216644450

Awad, G., Patall, E. A., Rackley, K. R. & Reilly, E. D. (2016). Recommendations for culturally sensitive research methods. Journal of Educational and Psychological Consultation, 26(3), 283-303. doi:10.1080/10474412.2015.1046600

Hagger, M.S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E., Fraser, B., & Chatzisarantis, N. L. D. (2016). Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. Learning and Individual Differences, 45, 166-175.  doi:10.1016/j.lindif.2015.11.017

Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S., & Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educational Psychology Review, 28(3), 605-644. doi: 10.1007/s10648-015-9329-z

Schraw, G. & Patall, E. A. (2015). Toward a universal design model of evidence-based practice. In Evidence-Based Practice (EBP): Principles, Implementation, and Effectiveness.  New York: Nova Publishers.

Patall, E. A. & Leach, J. K. (2015). The role of choice provision in academic dishonesty. Contemporary Educational Psychology, 42, 97-110. doi: 10.1016/j.cedpsych.2015.06.004

Linnenbrink-Garcia, L. & Patall, E. A. (2015). Motivation. In L. Corno & E. Anderman (Eds.), Handbook of Educational Psychology, 3rd Edition, (pp. 91-103). Sponsored by the American Psychological Association. New York, NY: Routledge.

Lee, B., Patall, E. A., Cawthon, S., & Steingut, R. (2015). The effect of drama-based pedagogy on preK-12 outcomes: A meta-analysis of research from 1985-2012. Review of Educational Research, 85(1), 3-49. doi: 10.3102/0034654314540477

Patall, E. A., Dacy, B. S., & Han, C. (2014). The role of competence in the effects of choice on motivation. Journal of Experimental Social Psychology, 50, 27-44.

Patall, E. A., Awad, G., & Cestone, C. (2014). Academic potential beliefs and feelings: Conceptual development and relations with academic outcomes. Self and Identity, 13(1), 58-80.

Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. (2013). Antecedents and consequences of situational interest in science. British Journal of Educational Psychology, 83(4), 591-614.

Schraw, G., & Patall, E. A. (2013). Using principles of evidence-based practice to improve prescriptive recommendations. Educational Psychology Review, 25(3), 345-351.

Patall, E. A. (2013). Constructing motivation through choice, interest, and interestingness. Manuscript accepted for publication at Journal of Educational Psychology, 105(2), 522-534.

Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The relative and differential roles of various teacher practices. Motivation and Emotion, 37(1), 14-32.

Leach, J. K., & Patall, E. A. (2013). Maximizing and counterfactual thinking in academic major decision-making. Journal of Career Assessment, 21(3), 414-429.

Fratkin, J. L., Sinn, D. L., Patall, E. A., & Gosling, S. D. (2013). Personality and behavioral consistency in dogs: A meta-analysis. PLoS ONE, 8(1).

Reinhart, A. L., Haring, S. H., Levin, J. R., Patall, E. A., & Robinson, D. H. (2013). Models of not-so-good behavior: Yet another way to squeeze causality and recommendations for practice out of correlational data. Journal of Educational Psychology, 105(1), 241-247.

Patall, E. A. (2012). The motivational complexity of choosing: A review of theory and research. In R. Ryan (Ed.), Oxford Handbook of Motivation (pp.249-279). New York. NY: Oxford University Press.

Sander, J., Patall, E. A., Amoscato, L.A., Fisher, A. L., & Funk, C. (2012). A meta-analysis of the
effect of juvenile delinquency interventions on academic outcomes. Children and Youth Services Review, 34(9), 1695-1708.

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of providing choices in the classroom. Journal of Educational Psychology, 102,896-915.

Patall, E. A., Cooper, H. & Allen, A. B. (2010). Extending the school day or the school year: A systematic review of research (1985-2009). Review of Educational Research, 80, 401-436.

Valentine, J. C., Cooper, H., Patall, E. A., Tyson, D, & Civey Robinson, J. (2010). A method for evaluating research syntheses: The quality, conclusions, and consensus of twelve syntheses of the effects of after school programs. Research Synthesis Methods, 1, 20-38.

Cooper, H. Allen, A. B., Patall, E. A., & Dent, A. (2010). Effects of full-day kindergarten on academic achievement and social development. Review of Educational Research, 80, 34-70.

Zuroff, D. C., Fournier, M. A., Patall, E. A., & Leybman, M. J. (2010). Steps toward an evolutionary personality psychology: Individual differences in the social rank domain. Canadian Psychologist, 51, 58-66.

Cooper, H. & Patall, E. A. (2009). The relative benefits of meta-analysis using individual participant data or aggregated data. Psychological Methods 14, 165-176.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270-300.

Patall, E. A., Cooper, H. & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039-1101.

Linnenbrink-Garcia, E., Tyson, D., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. International Review of Social Psychology, 21, 19-70.

Cooper, H., Patall, E. A., & Lindsay, J. J. (2008). Research Synthesis and Meta-Analysis. In L. Bickman and D. Rog (Eds.), The Sage Handbook of Applied Social Research Methods, 2nd Edition, (pp. 344-370). Thousand Oaks, CA: Sage.

Patall, E. A. & Cooper, H. (2008). Conducting a meta-analysis. In P. Alasuutari, L. Bickman, & J. Brannen (Eds.), The Sage Handbook of Social Research Methods (pp. 536-554). London, England: Sage.

Patall, E. A. & Cooper, H. (2008). Meta-Analysis. In E. Anderman (Ed.), Psychology of Classroom Learning: An Encyclopedia. Detroit: Macmillan.

Wynn, S., Carboni, L & Patall, E. A. (2007). Beginning teachers’ perceptions of mentoring, climate and leadership: promoting retention through a learning communities perspective. Leadership and Policy in Schools, 6, 209-229.

Cooper, H. & Patall, E. A. (2007). Homework. In S. Mathison & E. W. Ross (Eds.), Battleground Schools: An Encyclopedia of Conflict and Controversy (pp. 319-326). Westport, CT: Greenwood Press.

Patall, E. A. (2007). Choice in Psychology. In W. A. Darity, E. Bonilla-Silva, P. Costanzo, P. L. Mason, P. D. McClain, D. Scott, & T. Singleton (Eds.), International Encyclopedia of the Social Sciences, (2nd edition). Macmillan Reference/Thomson Gale.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement?: A Synthesis of Research, 1987-2003. Review of Educational Research, 76, 1-62.

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