Publications
2012–present
Muenks, K., Miele, D. B., & Wigfield, A. (In press). How students’ perceptions of the source of effort influence their ability evaluations of other students. Journal of Educational Psychology.
Wigfield, A., Gladstone, J., & Turci, L. (In press). Development of children’s ability beliefs and values and school based interventions to improve them. To appear in F. Guay, H. W., Marsh, R. Craven, & D. McInerney (Eds.), SELF-Driving positive psychology and well-being (Vol. 6, International advances in self-research).
Muenks, K., & Miele, D. B. (2017). Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors. Review of Educational Research, 87(4), 707-735).
Muenks, K., Wigfield, A., Yang, J. S., & O'Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599-620.
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.
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). New York: Guilford Press.
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190-195.
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.
Molden, D. L., & Rosenzweig, E. Q. (2016). Promotion and prevention focused achievement motivations in education. 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. (2016). Achievement motivation. In H. Miller (Ed.) Encyclopedia of theory in psychology (pp. 1-4). SAGE Publications.
Wigfield, A., & Rosenzweig, E. Q. (2016). Motivation and cognition. In H. Miller (Ed.) Encyclopedia of theory in psychology (pp. 331). SAGE Publications.
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.
Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of children’s math and verbal abilities. Journal of Applied Developmental Psychology, 41, 78-89.
Wentzel, K. R., & Muenks, K. (2015). Peer influence on students’ motivation, academic achievement, and social behavior. Chapter to appear in K. Wentzel & G. Ramani (Eds.), Social influences on social-emotional, motivation, and cognitive outcomes in school contexts. New York, NY: Taylor Francis.
Musu-Gillette, L., Wigfield, A., Harring, J., & Eccles, J. S. (2015). Trajectories of change in students’ self-concepts of ability and values in math and college major choice. Educational Research and Evaluation, 21, 343-370.
Miele, D. L., & Wigfield, A. (2014). Quantitative and qualitative relations between motivation and critical-analytic thinking. Educational Psychology Review, 26(4), 519-541.
Kruglanski, A., Chernikova, M., Rosenzweig, E. Q., & Kopetz, C. (2014). On motivational readiness. Psychological Review, 121(3), 367-388.
Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence: A review of research. Reading Research Quarterly, 47, 427-463.
Klauda, S. L., & Wigfield, A. (2012). Relations of perceived parent and friend support for recreational reading with children’s reading motivations. Journal of Literacy Research, 44, 3-44.
Finn, B., Roediger, H. L., & Rosenzweig, E. Q. (2012). Reconsolidation from negative emotional pictures: Is successful retrieval required? Memory and Cognition, 40(12), 1031-1045.