Peer-Reviewed Journal Articles

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

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

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

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. doi:10.1016/j.cedpsych.2018.06.005

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. doi:10.1111/1467-9817.12243

Rosenzweig, E. Q., Priniski, S. J., Harackiewicz, J. M., Hecht, C. A., Canning, E. A., Tibbetts, Y., & Hyde, J. S. (2018). Choose your own intervention: Using choice to enhance the effectiveness of a utility-value intervention. Motivation Science. Online first publication. doi:10.1037/mot0000113

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, 133-148doi:10.1016/j.cedpsych.2016.09.002

Rosenzweig, E. Q., & Wigfield, A. (2016). STEM motivation interventions for adolescents: A promising start, but further to go. Educational Psychologist, 51(2), 146-163doi:10.1080/00461520.2016.1154792

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. doi:10.1016/j.lindif.2015.12.005

Kruglanski, A., Chernikova, M., Rosenzweig, E. Q., & Kopetz, C. (2014). On motivational readiness. Psychological Review, 121(3), 367-388. doi:10.1037/a0037013

Finn, B., Roediger, H. L., & Rosenzweig, E. Q. (2012). Reconsolidation from negative emotional pictures: Is successful retrieval required? Memory & Cognition, 40(12), 1031-1045. doi:10.3758/s13421-012-0203-7

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


Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2019). Expectancies, values, and their effects on student 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., &

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


Manuscripts Under Review and In Preparation

Rosenzweig, E. Q., Harackiewicz, J. M., Hecht, C. A., Priniski, S. J., Tibbetts, Y., Canning, E. A., Asher, M. W., & Hyde, J. S. (in preparation). Pushed out, or pulled away? Examining college students’ reasons for leaving biomedical fields

Rosenzweig, E. Q., & Wigfield, A. (in preparation). Expectancy-value theory based interventions: Where do we go from here?

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