Erika Patall

Patall, E. A., & Hooper, S. Y. (2019). The promise and peril of choosing for motivation and learning. In K. A. Renninger, A. & S. Hidi, (pp. 238-262). UK: Cambridge University Press.

Patall, E. A., Pituch, K. A., Steingut, R. R., Vasquez, A. C., Yates, N., & Kennedy, A. A. U. (2019). Agency and high school science students’ motivation, engagement, and classroom support experiences. Journal of Applied Development Psychology, 62, 77-92. doi: 10.1016/j.appdev.2019.01.004

Patall, E. A. (2019). The complex role of choice in human motivation and functioning. In R. Ryan, (pp. 135-155). New York, NY: Oxford University Press.

Fong, C. J., Patall, E. A., Vasquez, A. C., & Strautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31(1), 121-162. doi: 10.1007/s10648-018-9446-6

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. R., Pitch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation, engagement, and disaffection in the high school science classroom. Journal of Educational Psychology, 110(2), 268-288. doi: 10.1037/edu0000214

Seo, E., Patall, E. A., Henderson, M., & Steingut, R. R. (2018). The effects of goal origin and implementation intentions on goal commitment and performance. Journal of Experimental Education, 86(3), 386-401. doi: 10.1080/00220973.2016.1277334

Patall, E. A., Hooper, S. Y., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018). Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction, 58, 220-231. doi: 10.1016/j.learninstruc.2018.07.004

Patall, E. A., Steingut, R. R., Freeman, J. L., Pituch, K. A., & Vasquez, A. C. (2018). Gender disparities in students’ motivational experiences in high school science classrooms. Science Education, 102(5), 951-977. doi: 10.1002/sce.21461

Patall, E. A., & Hooper, S. Y. (2017). The role of choice in understanding adolescent autonomy and academic functioning. In B. Soenens, S. Van Petegem, and M. Vansteenkiste, New York, NY: Routledge.

Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. R., & Pitch, K. A. (2017). Supporting and thwarting autonomy in the high school science classroom. Cognition & Instruction, 35(4), 337-362. doi: 10.1080/07370008.2017.1358722

Vansteenkiste, M., Aelterman, N., De Muynck, G-J., Haerens, L., Patall, E. A., & Reeve, J. (2017). Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization. The Journal of Experimental Education, 86(1), 30-49. doi: 10.1080/00220973.2017.1381067

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

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

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

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

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

Patall, E. A., Sylvester, B. J., & Han, C. (2014). The role of competence in the effects of choice on motivation. Journal of Experimental Social Psychology, 50, 27-44. doi: 10.1016/j.jesp.2013.09.002.

Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. (2013). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83(4), 591-614. doi: 10.1111/j.2044-8279.2012.02080.x

Patall, E. A. (2013). Constructing motivation through choice, interest, and interestingness. Journal of Educational Psychology, 105(2), 522-534. doi: 10.1037/a0030307

Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14-32. doi: 10.1007/s11031-012-9305-6

Patall, E. A. (2012). The motivational complexity of choosing: A review of theory and research. In R. Ryan, (pp. 249-279). New York, NY: Oxford University Press. doi: 10.1093/oxfordhb/9780195399820.013.0015

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896-915. doi: 10.1037/a0019545

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. doi: 10.1037/0033-2909.134.2.270