Peer-Reviewed Publications

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

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.

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

Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (in press). 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., Wigfield, A., & Eccles, J. S. (2018). 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.

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

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.

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

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.

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.

Manuscripts Under Review and In Preparation

Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S., (under revision). More useful, or not so bad? Examining the effects of interventions designed to reduce cost and increase utility value in college physics. 

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

Rosenzweig, E. Q., Harackiewicz, J. M., Hecht, C. A., Priniski, S. J., & Asher, M. A. (in preparation). Pushed out or pulled away: Analyzing undergraduate students’ positive and negative reasons for leaving biomedical majors.

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.