Publications

Publications (with Dr. Patall)

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. R., Pituch, K. A. & Freeman, J. L. (in press). Daily autonomy supporting or thwarting and students’ motivation, engagement, and disaffection in the high school science classroom. Accepted for publication at Journal of Educational Psychology.

Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. R., & Pituch, K. A. (in press). Supporting and thwarting autonomy in the high school science classroom. Accepted for publication at Cognition & Instruction. Link to supplemental materials: PRtoAut MS_2.21.17_supplemental materials

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

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. & Hooper, S. Y. (in press). The role of choice in understanding adolescent autonomy and academic functioning. In B. Soenens, S.Van Petegem, and M. Vansteenkiste (Eds.), The Meaning and the Role of Autonomy in Adolescent Development: Toward Conceptual Clarity. Psychology Press/EARA.

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.