Sutter, C.C., Totonchi, D. A., DeCoster, J., Barron, K.E., & Hulleman, C.S. (2026). Situational motivation: Exploring within and between-student variation in motivational beliefs for students at hispanic-serving institutions. Social Psychology of Education.

Himmelberger, Z.M., Carey, K., Johnson, B., Tibbetts, Y., Barron, K.E., Hulleman, C.S., & Speicher, M.R. (2026). Workplace factors that affect medical educator well-being: Insights from a national survey of osteopathic medical faculty. Medical Science Educator, 36, 389–395. https://doi.org/10.1007/s40670-025-02586-3

Hulleman, C.S., Totonchi, D.A., Barron, K.E., Sutter, C.C., & Hulleman, T., Tibbetts, Y., & Thoman, D. (2025). From student to system change: The evolution of the utility-value intervention. In A. Elliot (Ed.) Advances in Motivational Science (Vol. 12, pp. 165-227). Elsevier. https://doi.org/10.1016/bs.adms.2025.02.002

Totonchi, D. A., Sutter, C.C., DeCoster, J., Francis, M.K., Tibbetts, Y., Huelskoetter, E., Davis, J., Barron, K.E., & Hulleman, C.S. (2025). Learning contexts matter: Having value-supportive instructors moderates the efficacy of a utility-value intervention in community college math. Motivation Science, 11(3), 366–378. https://doi.org/10.1037/mot000038 

Himmelberger, Z.M., Tibbetts, Y., Barron, K.E., Speicher, M.R., & Hulleman, C.S. (2024). How can a growth mindset-supportive learning environment in medical school promote student well-being? Family, Systems, and Health. 42(3), 343–354. https://doi.org/10.1037/fsh0000915

Sutter, C.C., Totonchi, D. A., DeCoster, J., Barron, K.E., & Hulleman, C.S. (2024). How does expectancy-value-cost motivation vary during a semester? An intensive longitudinal study to explore individual and situational sources of variation in statistics motivation. Learning and Individual Differences. 113, 102484. https://doi.org/10.1016/j.lindif.2024.102484

Barron, K.E., Hulleman, C.S., Hartka, T., & Inouye, R.B. (2024). Using a networked improvement community approach to design and scale up social psychological interventions in schools. Journal of Experimental Education, 92(2), 287-311, https://doi.org/10.1080/00220973.2023.2202832

Tibbetts, Y., Himmelberger, Z.M., Barron, K.E., Speicher, M.R., & Hulleman, C.S. (2024). Learning mindsets and well-being and ill-being among osteopathic medical students. JAMA Network Open, 7(6), e2418090. https://doi.org/10.1001/jamanetworkopen.2024.18090

Best, M.T., Diener, J.L., Barron, K.E., & Frana, P.L. (2023). Motivation in honors advising. National Collegiate Honors Council Monograph Series, 55-71. https://digitalcommons.unl.edu/nchcmonochap/106 

Totonchi, D.A., Francis, M.K., Tibbetts, Y., Huelskoetter, E., Davis, J., Smith, A., Barron, K.E., & Hulleman, C.S. (2023). Improving community college students’ success in math: Findings from two utility-value studies. Journal of Experimental Education. https://doi.org/10.1080/00220973.2023.2243610

Hulleman, C.S., Tibbetts, Y., Francis, M.K., Lubin, A., Totonchi, D.A., & Barron, K.E. (2022). Finding relevance in college math: The impact of implementing classroom utility-value interventions on student learning outcomes. Technical Report. Strong Start to Finish, Education Commission of the States. https://strongstart.org/resource/finding-relevance-in-college-math/?file_id=879#full-content

York, E., Wilcox, D., Stewart, J., McCarthy, S., & Barron, K. (2022). Transforming emergency into opportunity: Unleashing the creative potential of student-faculty collaborations to prototype better educational futures in response to crisis. In V. Dennen, C. Dickson-Deane, X. Ge, D. Ifenthale, S. Murthy, S., and J.C. Richardson (Eds.) Global Perspectives on Educational Innovations for Emergency Situations. Springer Publishing. https://doi.org/10.1007/978-3-030-99634-5_21

Getty, S., Barron, K.E., & Hulleman, C.S. (2021). Five steps to improving student motivation in your college courses. Journal of Excellence in College Teaching, 32(4), 165-197.

Getty, S.R., Barron, K.E., & Hulleman, C.S. (2021). What is the role of motivation in social and emotional learning? In N. Yoder and A. Skoog-Hoffman (Eds.) Motivating the SEL Field Forward Through Equity: Advances in Motivation and Achievement (Vol. 21, pp. 23-41). Emerald Publishing. https://doi.org/10.1108/S0749-742320210000021002

Devine, P.G., Tauer, J.M., Barron, K.E., Elliot, A.J., Vance, K.M., & Harmon-Jones, E. (2019). Moving beyond attitude change in the study of dissonance-related processes: An update on the role of discomfort. In E. Harmon-Jones (Ed.), Cognitive dissonance: Progress on a pivotal theory in social psychology (2nd Ed.). Washington, DC: American Psychological Association.

Kosovich, J.J., Hulleman, C.S, & Barron, K.E. (2019). Measuring motivation in educational settings: A case for pragmatic measurement. In S. Hidi & K.A. Renninger’s (Eds.) Cambridge Handbook on Motivation and Learning. Cambridge, UK: Cambridge University Press.

Rosenzweig, E.O., Hulleman, C.S., Barron, K.E., Kosovich, J.J., Priniski, S.J., & Wigfield, A. (2019). Promises and pitfalls of adapting utility value interventions for online math courses. Journal of Experimental Education, 87(2), 332-352, DOI: 10.1080/00220973.2018.1496059

Barron, K.E., Hulleman, C.S., Getty, S.G., & Taylor, J. (2017). Expectancy-value-cost survey of student motivation: User guide. Retrieved from the University of Virginia: Charlottesville, VA. [http://curry.virginia.edu/research/labs/motivatelab]

Getty, S.G., Hulleman, C.S., Barron, K.E., Ruzek, E.R., Flake, J.K., & Foley, K. (2017). Using the Expectancy-Value-Cost theory of motivation to understand student achievement and future interest in STEM classrooms [White paper]. Retrieved from the University of Virginia: Charlottesville, VA. [http://curry.virginia.edu/research/labs/motivatelab]

Hulleman, C.S., Kosovich, J.J., Barron, K.E., & Daniel, D.B. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109, 387-404.

Hulleman, C.S., Barron, K.E., Kosovich, J.J., & Lazowski, R.A. (2016). Current theories, constructs, and interventions within an expectancy value framework. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications, 1st edition (pp. 241-278). Springer International Publishing.

Lazowski, R.A., Barron, K.E., Kosovich, J.J., & Hulleman, C.S. (2016). Are we ready to recommend a college readiness index?: A reply to Gaertner and McClarty (2015). Educational Measurement: Issues and Practice, 35, 26-29.

Barron, K.E., & Hulleman, C.S. (2015). Expectancy-value-cost model of motivation. In J.D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition (Vol. 8, pp. 503-509). Oxford: Elsevier. DOI:10.1016/B978-0-08-097086-8.26099-6

Flake, J.K., Barron, K.E., Hulleman, C.S, McCoach, D.B., & Welsh, M. (2015). Measuring cost: The forgotten component of the Expectancy-Value model of motivation. Contemporary Educational Psychology, 41, 232-244.

Hulleman, C.S., & Barron, K.E. (2015). Motivation interventions in education: Bridging theory, research, and practice. In L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology, 3rd edition (pp. 160-171). New York, NY: Routledge, Taylor and Francis.

Kosovich, J.J., Hulleman, C.S., Barron, K.E., & Getty, S. (2015). A practical measure of student motivation: Validity evidence for the Expectancy-Value-Cost Scale in middle school. Journal of Early Adolescence, 35, 790-816.

Barron, K.E. (2014). First year advising. In R.L. Miller & J.G. Irons (Eds.). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/academic-advising-2014-vol1

Barron, K.E., & Apple, K.J. (2014). Debating curricular strategies for teaching statistics and research methods: What does the current evidence suggest? Teaching of Psychology, 41, 187-194.

Barron, K. E., & Powell, D. N. (2014). Options on how to organize and structure advising. In R.L. Miller & J.G. Irons (Eds.). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/academic-advising-2014-vol1

MacDonald, S.K., Williams, L.M., Lazowski, R.A., Horst, S.J., & Barron, K.E. (2014). Faculty attitudes toward general education assessment: A qualitative study about their motivation, Research and Practice in Assessment, 9, 74-90. 

Baranik, L.E., Lau, A.R., Stanley, L. J., Barron, K.E., & Lance, C.E. (2013). Achievement goals in organizations: Is there support for mastery-avoidance? Journal of Managerial Issues, 25, 46-61.

Buch, K., & Barron, K.E. (Eds.) (2012). Discipline-centered learning communities: Creating connections among students, faculty, and curricula. New Directions for Teaching and Learning Series. Jossey-Bass.

Buch, K., & Barron, K.E. (2012), Preface. In K. Buch & K. Barron (Eds), Discipline-centered learning communities: Creating connections among students, faculty, and curricula (pp. 1-4). New Directions for Teaching and Learning. Jossey-Bass.

Bounoua, L., Cury, F., Regner, I., Huguet, P., Barron, K.E., & Elliot, A.J. (2012). Motivated use of information about others: Linking the 2 x 2 achievement goal model to social comparison propensities and processes. British Journal of Social Psychology, 51, 626-641.

Barron, K.E., & Butler, J. (2011). Working with students to promote engagement in departmental and university-wide assessment. In R.L. Miller, E. Amsel, B.M. Kowalewski, B.C. Beins, K.D. Keith & B.F. Peden (Eds.), Promoting student engagement (Vol. 1, pp. 282-285). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/pse2011/index.php

Buch, K., & Barron, K.E. (2011). Engaging students through curricular-based learning communities. In R.L. Miller, E. Amsel, B.M. Kowalewski, B.C. Beins, K.D. Keith & B.F. Peden (Eds.), Promoting student engagement (Vol. 1, pp. 63-69). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/pse2011/index.php

Baranik, L.E., Barron, K.E., & Finney, S.J. (2010). Specificity of achievement goal measures: An empirical investigation comparing general vs. specific measures. Human Performance, 23, 155-172.

Briggs, M.K., Gilligan, T.D., Staton, A.R., & Barron, K.E. (2010). A collaborative approach to evaluating well-being in the middle school setting. Journal of School Counseling, 8 (8). Retrieved from http://www.jsc.montana.edu/articles/v8n8.pdf 

Elliot, A.J., Conroy, D., Barron, K.E., & Murayama, K. (2010). Achievement motives and goals: A developmental analysis. In M. E. Lamb and A. M. Freund (Eds.) Handbook of lifespan development (Vol. 2, pp. 474-511). New York, NY: John Wiley and Sons Publishers.

Hulleman, C.S., & Barron, K.E. (2010). Teacher motivation and performance pay: Separating myth from reality. Phi Delta Kappan, 91(9), 27-31.

Linnenbrink-Garcia, E.M., Durik, A.M., Conley, A.M., Barron, K.E., Tauer, J.M., Karabenick, S.A., & Harackiewicz, J.M. (2010). Situational Interest Survey (SIS): An instrument to assess the role of situational factors in interest development. Educational and Psychological Measurement, 70(4), 647-671.

Barron, K.E., Buch, K., Andre, J.T., & Spaulding, S. (2009). Learning communities as an innovative beginning to the psychology major. In D. Dunn, B. Beins, M. McCarthy, & G.W. Hill (Eds.) Best Practices for Beginnings and Endings in the Psychology Major (pp. 107-124). New York, NY: Oxford University Press.

Apple, K.J., Serdikoff, S., Reis-Bergan, M.J., & Barron, K.E. (2008). Programmatic assessment of critical thinking in psychology. In D. Dunn, J. Halonen, & R. Smith (Eds.) Teaching critical thinking in psychology: A handbook of best practices (pp. 77-88). Blackwell Publishers.

Barron, K.E., Brown, A.R., Egan, T.E., Gesualdi, C.R., & Marchuk, K.A. (2008). Validity. In S.F. Davis & W. Buskist (Eds.) 21st century psychology: A reference handbook (pp. 55-64). Thousand Oaks, CA: Sage. 10.4135/9781412956321

Harackiewicz, J.M., Durik, A.M., Barron, K.E., Tauer, J.M., & Linnenbrink, E.M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105-122.

Saville, B., Zinn, T., Lawrence, N.K., Barron, K.E., & Andre, J.T. (2008). Addressing critical thinking in the statistics/research methods sequence. In D. Dunn, J. Halonen, & R. Smith (Eds.) Teaching critical thinking in psychology: A handbook of best practices (pp. 149-160). Blackwell Publishers.

Baranik, L.E., Barron, K.E., & Finney, S.J. (2007). Measuring goal orientation in a work domain: Construct validity evidence for the 2 x 2 framework. Educational and Psychological Measurement, 67, 697-718.

Barron, K.E., Benedict, J., Saville, B., Serdikoff, S., & Zinn, T. (2007). Alternative approaches to teaching research methods and statistics. In D. Dunn, R. Smith, & B. Beins (Eds.) Best practices for teaching statistics and research methods in the behavioral sciences (pp. 143-158). Mahwah, NJ: Lawrence Erlbaum Associates. 

Horst, S.J., Finney, S.J., & Barron, K.E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32, 667-698.

Pastor, D., Barron, K.E., Davis, S.L., & Miller, B.J. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32, 8-47.

Barron, K.E., Evans, S.W., Baranik, L.E., Buvinger, E.C., & Serpell, Z. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly, 29, 137-158.

Barron, K.E., & Hulleman, C.S. (2006). Is there a formula to help understand and improve student motivation? In B. K. Saville, T. E. Zinn, S. A. Meyers, & J. R. Stowell (Eds.), Essays from e-xcellence in teaching, 2006 (chap. 8, pp. 34-38). Retrieved January 1, 2016 from the Society for the Teaching of Psychology Web site: http://teachpsych.org/ebooks/eit2006/index.php

Thomas, J.A., & Barron, K.E. (2006). A test of multiple achievement goal benefits in physical education activities. Applied Journal of Sport Psychology, 18, 114-135.

Fairchild, A.J., Horst, S.J., Finney, S.J., & Barron, K.E. (2005). Evaluating new and existing validity evidence for the academic motivation scale. Contemporary Educational Psychology, 30, 331-358.

Harackiewicz, J.M., Durik, A.M., & Barron, K.E. (2005). Multiple goals, optimal motivation, and the development of interest. In J. Forgas, K. Williams, & S. Laham (Eds.) Social motivation: Conscious and unconscious processes (pp. 21-39). New York, NY: Psychology Press.

Stoloff, M., Apple, K., Barron, K.E., Reis-Bergen, M.J., & Sundre, D.A. (2004). Seven goals for effective program assessment. In D. Dunn, C. Mehrotra, & J. Halonen (Eds.) Measuring up: Assessment challenges and practices for psychology (pp. 29-46). Washington, DC: American Psychological Association.       

Finney, S.J., Pieper, S., & Barron, K.E. (2004). Examining the psychometric properties of the Achievement Goal Questionnaire in a more general academic context. Educational and Psychological Measurement, 64, 365-382.

Frazier, P., Tix, A., & Barron, K.E. (2004). Testing mediation and moderation in counseling psychology research. Journal of Counseling Psychology, 51, 115-134.

Harackiewicz, J.M., & Barron, K.E. (2004). Conducting social psychological research in educational settings: “Lessons we learned in school”. In C. Sansone, C. Morf, & A. Panter (Eds.) Handbook of methods in social psychology (pp. 471-484). Thousand Oaks, CA: Sage Publications.

Barron, K.E., & Harackiewicz, J.M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research, 39, 357-374.

Harackiewicz, J.M., Barron, K.E., Tauer, J.M., & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 638-645.

Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., & Thrash, T.M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 562-575.

Barron, K.E., & Harackiewicz, J.M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.

Barron, K.E., & Harackiewicz, J.M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. Harackiewicz (Eds.) Intrinsic and extrinsic motivation: In search of optimal motivation (pp. 229-254). San Diego, CA: Academic Press.

Harackiewicz, J.M., Barron, K.E., Tauer, J.M., Carter, S.M., & Elliot, A.J. (2000). Short-term and long-term consequences of achievement goals in college: Predicting continued interest and performance over time. Journal of Educational Psychology, 92, 316-330.

Devine, P.G., Tauer, J.M., Barron, K.E., Elliot, A.J., & Vance, K.M. (1999). Moving beyond attitude change in the study of dissonance-related processes. In E. Harmon-Jones & J. Mills (Eds.), Cognitive dissonance: Progress on a pivotal theory in social psychology (pp. 297-323). Washington, DC: American Psychological Association.

Harackiewicz, J.M., Barron, K.E., & Elliot, A.J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21. 

Harackiewicz, J.M., Barron, K.E., Carter, S.M., Lehto, A.T., & Elliot, A.J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73,1284-1295. 

Bohn, M.J., Barton, B.A., & Barron, K.E. (1996). Psychometric properties and validity of the obsessive-compulsive drinking scale. Alcoholism: Clinical and Experimental Research, 20, 817-823.