Student Publications

Current ITP fellows should include the following acknowledgment sentence on all publications, dissertations, and presentations that arise out of IES-funded research:

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Awards #R305B150003; #R305C050055; #R305B090009 to the University of Wisconsin-Madison. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

*2005-11: #R305C050055; 2009-16: #R305B090009;
2015-2020: #R305B150003

Current Award (2015-2020: #R305B150003)

Publications are listed alphabetically.

ITP fellow names are in bold.

Alibali, M. W., Brown, S. A., & Menendez, D. (2019). Understanding strategy change: Contextual, individual, and metacognitive factors.

Beigman Klebanov, B., Burstein, J., Harackiewicz, J., Priniski, S., and Mulholland, M. (2016). "Enhancing STEM Motivation Through Personal and Communal Values: NLP for assessment of utility value in student writing". Proceedings of the 11th Workshop on Innovative Use of NLP for Building Educational Applications, June, 2016, San Diego, CA. Association for Computational Linguistics. pp. 199-205.

Beigman Klebanov, Beata & Burstein, Jill & Harackiewicz, Judith & Priniski, Stacy & Mulholland, Matthew. (2017). Reflective Writing About the Utility Value of Science as a Tool for Increasing STEM Motivation and Retention – Can AI Help Scale Up?. International Journal of Artificial Intelligence in Education. 27. 10.1007/s40593-017-0141-4.

Benjet, C., Menendez, D., Albor, Y., Borges, G., Orozco, R., & Medina‐Mora, M. E. (2018). Adolescent Predictors of Incidence and Persistence of Suicide‐Related Outcomes in Young Adulthood: A Longitudinal Study of Mexican Youth. Suicide and Life‐Threatening Behavior48(6), 755-766.

Borman, G. & Jaymes Pyne ( 2016). "What if Coleman Had Known About Stereotype Threat? How Social-Psychological Interventions Can Help Mitigate Educational Inequality",The Russell Sage Foundation Journal of the Social Sciences, 2(5): 164-185.

Canning, Elizabeth & Harackiewicz, Judith & Priniski, Stacy & Hecht, Cameron & Tibbetts, Yoi & S. Hyde, Janet. (2017). Improving Performance and Retention in Introductory Biology With a Utility-Value Intervention. Journal of Educational Psychology. 110. 10.1037/edu0000244.

French, J. A., Menendez, D., Herrmann, P. A., Evans, E. M., & Rosengren, K. S. (2018). Cognitive constraints influence an understanding of life-cycle change. Journal of experimental child psychology173, 205-221.

Gasman, M., Nguyen, T. H., Samayoa, A. C., & Corral, D. (2017). Minority Serving Institutions: A Data-Driven Student Landscape in the Outcomes-Based Funding Universe. Berkeley Review of Education7(1), 5-24.

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). "Closing Achievement Gaps with a Utility-Value Intervention: Disentangling race and social class". Journal of Personality and Social Psychology, 111, 745-765. doi: 10.1037/pspp0000075

Harackiewicz, JM., Canning, E., Tibbetts, Y, Priniski, SJ., Hyde, J. (2015). "Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class". Journal of Personality and Social Psychology. 111.5 (2016): 745.

Harackiewicz, Judith & Priniski, Stacy. (2018). Improving Student Outcomes in Higher Education: The Science of Targeted Intervention. Annual Review of Psychology. 69. 10.1146/annurev-psych-122216-011725.

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). "Interest Matters: The importance of promoting and sustaining interest in education". Policy Insights from the Behavioral and Brain Sciences, 3, 220-227. doi:10.1177/2372732216655542

Hillman, N. & Corral, D. (2017). "The Equity Implications of Paying for Performance in Higher Education". American Behavioral Scientist, 61(14), 1757-1772.

Huntoon Lindeman, Meghan & Durik, Amanda & Hall, Garret. (2017). Sometimes less is more: the role of subjective task experience in self-generated value interventions. Social Psychology of Education. 21. 10.1007/s11218-017-9417-7.

Kolbe, T. & Feldman, R. C. (2018). "Estimating Educational Policy & Program Costs". In C. R. Lochmiller (Ed.), Case Study Research Methods in Leadership and Policy Studies, Palgrave-MacMillan.

Martinčeková, L., Jiang, M. J., Adams, J. D., Menendez, D., Hernandez, I. G., Barber, G., & Rosengren, K. S. (2018). Do you remember being told what happened to grandma? The role of early socialization on later coping with death. Death studies, 1-11.

Priniski, Stacy & Hecht, Cameron & Harackiewicz, Judith. (2017). Making Learning Personally Meaningful: A New Framework for Relevance Research. The Journal of Experimental Education. 86. 1-19. 10.1080/00220973.2017.1380589.

Rosengren, K. S., Jiang, M. J., Kalish, C. W., Menendez, D., & Hernandez, I. G. (2018). COMMENTARY: WHAT HEALS AND WHY? CHILDREN'S UNDERSTANDING OF MEDICAL TREATMENTS. Monographs of the Society for Research in Child Development83(2), 175-183.

Rosenzweig, Emily & Harackiewicz, Judith & Priniski, Stacy & Hecht, Cameron & Canning, Elizabeth & Tibbetts, Yoi & S. Hyde, Janet. (2018). Choose your own intervention: Using choice to enhance the effectiveness of a utility-value intervention.. Motivation Science. 10.1037/mot0000113.

Rosenzweig, Emily & Hulleman, Chris & Barron, Kenneth & J Kosovich, Jeffery & Priniski, Stacy & Wigfield, Allan. (2018). Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses. The Journal of Experimental Education. 10.1080/00220973.2018.1496059.

Smith, C.M. & Grodsky, E.S. (2017). Stratification in Higher Education. In The Encyclopedia of International Higher Education Systems and Institutions. Dordrecht, Netherlands: Springer Netherlands.

Sowa, C. & Pyne, J. (2010) "Youth and Character Development.", Leadership in Nonprofit Organizations, pp. 224-230

Tibbetts, Y., Harackiewicz, J.M., Canning, E. A., Boston, J. S., Priniski, S. J., & Hyde, J. S. (2016)." Affirming Independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students". Journal of Personality and Social Psychology. 110, 635-659. doi: 1037/pspa0000049

Tibbetts, Y., Harackiewicz, J. M., Priniski, S. J., & Canning, E. A. (2016). "Broadening Participation in the Life Sciences with Value Interventions". CBE- Life Sciences Education, 15. doi: 10.1187/cbe.16-01-0001

Tibbetts, Y., Harackiewicz, J.M., Canning, E.A., Boston, J., Priniski, S, Hyde, J.S. (2016)." Affirming Independence: Exploring Mechanisms Underlying a Values Affirmation Intervention for First-Generation Students". Journal of Personality and Social Psychology. 110.5 (2016): 635.

Tibbetts, Y., Harackiewicz, J.M., Spriniski, S, Canning, E.A. (2016). "Broadening Participation in the Life Sciences with Value Interventions". CBE-Life Sciences Education, 15(3), es4.

Tibbetts, Yoi & Priniski, Stacy & Hecht, Cameron & Borman, Geoffrey & Harackiewicz, Judith. (2018). Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges. Frontiers in Psychology. 9. 10.3389/fpsyg.2018.00502.

Wu, S. P., Corr, J., & Rau, M. A. (2019). How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations. Computers & Education128, 199-213.

Wu, S.P.W. & Rau, M.A. (2019) How Students Learn Content in Science, Technology, Engineering and Mathematics (STEM) Through Drawing Activities. Educational Psychology Review.

Wu, S.P.W. & Rau, M.A. (2018)Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations. Learning and Instruction, 55, 93-104.