Thoman, D., Sutter, C. C., Smith, J., & Hulleman, C. S. (2025). Purpose and Relevance. Helping Students See and Identify Purpose and Relevance in Life Sciences Courses.  CBE–Life Sciences Education (LSE).

Hulleman, C. S., Totonchi, D. A., Barron, K. E., Sutter, C. C., Tibbetts, Y., & Thoman, D.  (2025). From Student to System Change: The Evolution of the Utility-Value Intervention. Advances in Motivation Science. 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., Smith, A., & Hulleman, C. S. (2024). Learning contexts matter: Having value-supportive instructors moderates the efficacy of a utility-value intervention in community college math. Motivation Science. Advance online publication. https://doi.org/10.1037/mot0000382

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? Learning and Individual Differences, 113, 102484. https://doi.org/10.1016/j.lindif.2024.102484

Sutter, C. C., Jackson, M. C., Givvin, K. B., Stigler, J. & Son, J. Y. (2024). The “Better Book” Approach to Addressing Equity in Statistics: Centering the Experience of Students from Racially Minoritized Backgrounds for the Benefit of All. Educ. Sci. 14(5), 487. https://doi.org/10.3390/educsci14050487

Sutter, C. C., Givvin, K. B., Solomon, P., & Leandro-Ramos, A. (2024). Latine students’ motivational and emotional experiences related to their Introductory Statistics course: Differences by institution type necessitate tailored interventions. Journal of Hispanic Higher Education, 23(3). https://doi.org/10.1177/15381927231225416.

Sutter, C. C., Givvin, K. B., & Hulleman, C. S. (2023). Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest. The Journal of Experimental Education, 1-30. https://doi.org/10.1080/00220973.2023.222977

Campbell, L. O., Tinstman Jones, J.L., Sutter, C.C., Stickl Haugen, J. (2023). The development of the academic incivility scale for higher education. Learning Environments Research.

Tinstman Jones, J. L., Campbell, L. O., Stickl Haugen, J., & Sutter, C. C. (2023). Coping Responses for Academic Incivility Scale: Development and implications for college students. College Student Journal, 57(2), 101-112.

Sutter, C. C., Givvin, K. B., Tucker, M., Givvin, K. A., Leandro-Ramos A., & Solomon, P. L. (2022). Student concerns and perceived challenges in introductory statistics, how the frequency shifted during COVID-19, and how they differ by gender and URM status. Journal of Statistics and Data Science Education. https://doi.org/10.1080/26939169.2022.2132325

Sutter, C.C., Hulleman, C. S., Givvin, K. B., & Tucker, M. (2022). Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics. Learning and Individual Differences, 93, 102095. https://doi.org/10.1016/j.lindif.2021.102095

Sutter, C.C., Stickl Haugen, J., Campbell, L.O, & Tinstman Jones, J. (2021). Teachers’ motivation to participate in anti-bullying training and intention to intervene upon encountering school bullying: A self-determination perspective. International Journal of Bullying Prevention, 1-12. https://doi.org/10.1007/s42380-021-00108-4

Campbell, L. O., Sutter, C.C., Watkins-Escobedo, S., Lambie, G. W., Howard, C., Tintsman  Jones, J.L. (accepted for publication). The influence of a computer-adaptive reading program on fourth-grade students’ reading achievement scores. Journal of Literacy and Technology.

Hascher, T., Sutter-Brandenberger¹, C.C. & Liechti, E. (2020). Motivationstheorien [Motivational Theories]. In M. Harant, U. Küchler & P. Thomas (Hrsg.), Theorien! Horizonte für die Lehrerbildung [Theories! Opportunities for Teacher Education]. Tübingen: Tübingen University Press. https://publikationen.unituebingen.de/xmlui/bitstream/handle/10900/104249/TüSE%20Bd1_Theorien%21%20Gesamtband.pdf?sequence=8&isAllowed=y

Stickl Haugen, J., Sutter, C. C., Tinstman Jones, J. L., & Campbell, L. O. (2020). The Teacher Expectations and Values for Suicide Prevention Scale: Confirmatory Factor Analysis and Validation. Crisis: The Journal of Crisis Intervention and Suicide Prevention. DOI: 10.1027/0227-5910/a000706

Tinstman Jones, J. L., Campbell, L.O., Stickl Haugen, J. & Sutter, C.C (2020). Cyberbullying considerations for school counselors: A social media content analysis. Professional School Counseling, 23(1), 1-12. https://doi.org/10.1177/2156759X20919365

Sutter, C.C., Campbell, L.O., & Lambie, G.W. (2020). The Predictability of a Computer-Adaptive Assessment on Second Graders’ Yearly Standardized Reading Achievement Scores. Computers in the Schools, 37(1), 40-54, https://doi.org/10.1080/07380569.2020.1720611

Sutter-Brandenberger¹, C. C., Hagenauer, G. & Hascher, T. (2019). Facing Motivational Challenges in Secondary Education: A Classroom Intervention in Low-track Schools and the Role of Migration Background. In E. Gonida & M. Lemos (Eds.), Motivation in Education at a Time of Global Change (Advances in Motivation and Achievement, Volume 20) (pp. 225-249). Emerald Publishing Limited. https://doi.org/10.1108/S0749-742320190000020011

Stickl Haugen, J., Sutter, C.C., Campbell, L.O., & *Tinstman Jones, J. L. (2019). School District Anti-Bullying policies: A statewide Content Analysis. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-019-00055-1

Sutter, C.C., Campbell, L. O. & Lambie, G. W. (2019). Computer-Adaptive Reading to Improve Reading Achievement Among Third-Grade Students at Risk for Reading Failure. Journal of At-Risk Issues, 22(2), 31-38. https://files.eric.ed.gov/fulltext/EJ1231534.pdf

Campbell, L. O., Sutter, C.C., & Lambie, G. W. (2019). An Investigation of the Summer Learning Effect on Fourth Grade Students’ Reading Scores. Reading Psychology. https://doi.org/10.1080/02702711.2019.1629516

Campbell, L.O., Stickl Haugen, J., Sutter, C.C., Lambie, G. W. (2019). Building Capacity for Mental Health Literacy of Suicidality and Self-Injurious Behaviors: a Formative Design Investigation. Journal of Formative Design in Learning. https://doi.org/10.1007/s41686-019-
00029-y

Sutter-Brandenberger¹, C.C., Hagenauer, G., & Hascher, T. (2018). Students’ Self-Determined Motivation and Negative Emotions in Mathematics in Lower Secondary Education – Investigating Reciprocal Relations. Contemporary Educational Psychology, 55, 166-175. https://doi.org/10.1016/j.cedpsych.2018.10.002

Brandenberger¹, C. C., Hagenauer, G., & Hascher, T. (2018). Promoting students’ self-
determined motivation in maths: results of a 1-year classroom intervention. European Journal of
Psychology of Education, 33(2), 295-317. https://doi.org/10.1007/s10212-017-0336-y

Hascher, T., & Brandenberger¹, C. C. (2018). Emotionen und Lernen im Unterricht [Emotions and Learning in the Classroom]. In M. Huber & S. Krause, Bildung und Emotion [Education and Emotions] (pp. 289-310). Springer VS, Wiesbaden.

Brandenberger¹, C. C. & Moser, N. (2018). Förderung der Lernfreude und Reduzierung der Angst im Mathematikunterricht auf der Sekundarstufe 1 [Fostering Lower Secondary School Students’ Learning Enjoyment and Reducing Anxiety in Mathematics]. In G. Hagenauer & T. Hascher (Eds.) Emotionen und Emotionsregulation in der Schule und Hochschule [Emotion and Emotion Regulation in School and Higher Education] (pp. 323-337). Münster: Waxmann.

¹Maiden name