Peer-Reviewed Journal Articles

Beymer, P. N., Keller, K. L., Rosenzweig, E. Q., & Muenks, K. (in press). Examining interrelations among weekly coursework and motivational beliefs in college physics. Journal of Educational Psychology.

Chen, X-Y., & Rosenzweig, E. Q. (2026). Investigating academic and demographic similarities to career role models for motivating diverse college students in STEM. Learning and Individual Differences, 125, 102807.

Kim, Y., Beymer, P. N., Allen, E. C., & Rosenzweig, E. Q. (2026). Dynamic interplay of motivational regulation strategies and achievement: Insights from intensive longitudinal data. Contemporary Educational Psychology, 84, 102438.

Beymer, P. N., Kim, Y., Allen, E. C., & Rosenzweig, E. Q. (2025). Examining a weekly cost reduction intervention in calculus. Learning and Instruction, 100, 102211.

Beymer, P. N., & Rosenzweig, E. Q. (2025). Testing a weekly utility value intervention in college physics and chemistry courses. Contemporary Educational Psychology, 80, 102348.

Allen, E. C., Beymer, P. N., & Rosenzweig, E. Q. (2025). Precursors of students’ cost perceptions: Identifying proximal and distal antecedents. Contemporary Educational Psychology, 81, 102374.

Chen, X-Y., & Rosenzweig, E. Q. (2025). The who and how of STEM career models in high school. Social Psychology of Education, 28, 126.

Rosenzweig, E. Q., Chen, X-Y., Zhang, Y., Liu, X., Beymer, P. N., & Akalin, S. (2025). Motivational weighing: Examining how adolescents negotiate competing motivational beliefs related to math and science coursework. Motivation and Emotion, 49, 731-748.

Rosenzweig, E. Q., Song., Y., Chen, X-Y., Baldwin, A., Barger, M., Cotterrell, M., Dees, J. A., Injaian, A. S., Weliweriya, N., Walker, J. R., Wiegert, C. C., & Lemons, P. P. (2025). Switching within STEM: Examining the motivational concerns that college students report considering when changing career plans within STEM fields. Journal of Educational Psychology. Online first publication.

Tuma, T. T., Fedesco, H. N., Rosenzweig, E. Q., Chen, X-Y., & Dolan, E. L. (2025). Seeing isn't believing? Mixed effects of a perspective-getting intervention to improve mentoring relationships for science doctoral students. CBE Life Sciences Education, 24 ar44.

Chen, X.-Y., & Rosenzweig, E. Q. (2024). What types of feathers flock together? Different dimensions of role model similarities uniquely support STEM motivation. Journal of Experimental Education. Online first publication.

Rosenzweig, E. Q., Lemons, P. P., Chen, X.-Y., Song., Y., Baldwin, A., Barger, M., Cotterrell, M., Dees, J. A., Injaian, A. S., Weliweriya, N., Walker, J. R., Wiegert, C. C. (2024). Beyond STEM attrition: Changing career plans within STEM fields in college is associated with lower career motivation, certainty, and satisfaction. International Journal of STEM Education, 11, 1-18.

Rosenzweig, E. Q., & Zhang, Y.S. (2024). Do I want this job? Examining how individuals weigh task values during career decision-making in high school and college. Online first publication. Motivation Science. https://dx.doi.org/10.1037/mot0000334

Song, Y., Rosenzweig, E. Q., & Barger, M. M. (2023). Disentangling emotional cost, psychological cost, and anxiety in motivation research. Motivation and Emotion, 47, 1040-1061.

Beymer, P. N., & Rosenzweig, E. Q. (2023). Predictors of short-term trajectories of students’ motivational beliefs. Contemporary Educational Psychology, 75, 102236, 1-15.

Rosenzweig, E. Q., & Chen, X.-Y. (2023). Which STEM careers are most appealing? Examining high school students’ preferences and motivational beliefs for different STEM career choices. International Journal of STEM Education, 10, 1-25.

Beymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2023). Exploring teachers’ perceptions of cost: A multimethod investigation of associations among job satisfaction, attrition intentions, and challenges. Journal of Experimental Education, 91(3), 517-538.

Rosenzweig, E. Q., Song, Y., & Clark, M. S. (2022). Mixed effects of a randomized trial replication study testing a cost-focused motivational intervention. Learning and Instruction. Online first publication.

Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2022). Beyond utility value interventions: The when, why, and how of next steps in expectancy-value intervention research. Educational Psychologist, 57(1), 11-30.

Rosenzweig, E. Q., Hecht, C. A., Priniski, S. J., Canning, E. A., Asher, M. W., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2021). Inside the STEM pipeline: Changes in students’ biomedical career plans across the college years. Science Advances, 7(18), 1-9.

Rosenzweig, E. Q., Harackiewicz, J. M., Hecht, C. A., Priniski, S. J., Tibbetts, Y., Canning, E. A., Asher, M. W., & Hyde, J. S. (2021). College students’ reasons for leaving biomedical fields: Disenchantment with biomedicine or attraction to other fields? Journal of Educational Psychology, 113(2), 351-369.

Harackiewicz, J. M., & Rosenzweig, E. Q. (2021). Using long-term follow-up data to understand and refine utility-value interventions in the biomedical sciences. Understanding Interventions Journal, 12, 1-3.

Jiang, Y., & Rosenzweig, E. Q. (2021). The role of cost in predicting adolescent students’ academic-related choices, avoidance intentions, and achievement in math and English. Learning and Individual Differences, 86, 101978.

Parr, A., Gladstone, J., Rosenzweig, E. Q., & Wang, M. (2021). Why do I teach? A Mixed methods study of in-service teachers’ motivations, autonomy-supportive instructional practices, and emotions. Teaching and Teacher Education, 98, 103228. 

Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S. (2020). More useful, or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. Journal of Educational Psychology, 112(1), 166-182.

Priniski, S. J., Rosenzweig, E. Q., Canning, E. A., Hecht, C. A. Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2019). The benefits of combining value for the self and others in utility-value interventions. Journal of Educational Psychology, 111(8), 1478-1497.

Rosenzweig, E. Q., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Canning, E. A., Tibbetts, Y., & Hyde, J. S. (2019). Choose your own intervention: Using choice to enhance the effectiveness of a utility-value intervention. Motivation Science, 5(3), 269-276.

Rosenzweig, E. Q., Hulleman, C. S., Barron, K. E., Kosovich, J. J., Priniski, S. J., & Wigfield, A. (2019). The promises and pitfalls of adapting utility value interventions for online mathematics courses. Journal of Experimental Education, 87(2), 332-352.

Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139-152.

Rosenzweig, E. Q., Gaspard, H., Wigfield, A., & Guthrie, J. S. (2018). How do perceptions of importance support from a reading intervention affect students’ motivation, engagement, and comprehension? Journal of Research in Reading, 41(4), 625-641.

Rosenzweig, E. Q., & Wigfield, A. (2017). What if reading is easy but unimportant? How students’ patterns of affirming and undermining motivation for reading information text predict different reading outcomes. Contemporary Educational Psychology, 48, 133-148. 

Rosenzweig, E. Q., & Wigfield, A. (2016). STEM motivation interventions for adolescents: A promising start, but further to go. Educational Psychologist, 51(2), 146-163. 

Rosenzweig, E. Q., & Miele, D. B. (2016). Do you have an opportunity or an obligation to score well? The influence of regulatory focus on academic test performance. Learning and Individual Differences, 45, 114-127.

Kruglanski, A., Chernikova, M., Rosenzweig, E. Q., & Kopetz, C. (2014). On motivational readiness. Psychological Review, 121(3), 367-388.

Finn, B., Roediger, H. L., & Rosenzweig, E. Q. (2012). Reconsolidation from negative emotional pictures: Is successful retrieval required? Memory & Cognition, 40(12), 1031-1045.

PDFs of any of the above publications are available upon request.

Miele, D. B., Rosenzweig, E. Q., & Browman, A. S. (2023). Motivation. In P. Schutz & K. Muis (Eds.), Handbook of educational psychology (4th ed.). Routledge.

Rosenzweig, E. Q., & Wigfield, A. (2022). Motivational interventions in education: Five big questions to consider when designing effective interventions. In O’Donnelll, A., Barnes, N. C., & Reeve, J. M. (Eds.), Oxford handbook of educational psychology. Oxford Academic.

Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2019). Expectancy-value theory and its relevance for student motivation and learning. In K. A. Renninger and S. Hidi (Eds.), Cambridge handbook on motivation and learning. Cambridge University Press.

Wigfield, A., Rosenzweig, E. Q., & Eccles, J. (2017). Achievement values: Interactions, interventions, and future directions. In A. Elliot, C. Dweck, & D. Yeager (Eds.), Handbook of competence and motivation: theory and application (2nd ed, pp. 116-134). Guilford Press.Wigfield, A., Muenks, K., &

Wigfield, A., Muenks, K., Rosenzweig, E. Q. (2016). Achievement motivation (pp. 1-4). Motivation and cognition (pp. 331). In H. Miller (Ed.), Encyclopedia of theory in psychology. SAGE Publications. doi:10.4135/9781483346274.n197

Molden, D. L.. & Rosenzweig, E. Q. (2016). The origins and educational implications of promotion-focused and prevention-focused achievement motivations. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 477-503). New York: Routledge.

Wigfield, A., Muenks, K., & Rosenzweig, E. Q. (2015).  Students' motivation in the classroom. In C. Davies (Ed.), The social psychology of the classroom international handbook (pp. 9-20). New York: Routledge.

PDFs of any of the above chapters are available upon request.

Chapters in Edited Books

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