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Judith M. Harackiewicz
University of Wisconsin-Madison
Developmental psychologyPsychologyInstrumental and intrinsic valueGoal theorySocial psychology
111Publications
50H-index
14.5kCitations
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#1Emily Q. Rosenzweig (UW: University of Wisconsin-Madison)H-Index: 6
#2Judith M. Harackiewicz (UW: University of Wisconsin-Madison)H-Index: 50
Last. Janet Shibley Hyde (UW: University of Wisconsin-Madison)H-Index: 68
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2 CitationsSource
#1Heide Piesch (University of Tübingen)H-Index: 1
#2Isabelle Häfner (University of Tübingen)H-Index: 6
Last. Judith M. Harackiewicz (UW: University of Wisconsin-Madison)H-Index: 50
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Adolescents’ motivation is crucial for their transition from school to further education. Parents are known to have a substantial influence on their children’s motivational beliefs through their own beliefs and behaviors. In this study, we tested whether a parent-based utility-value intervention could promote parents’ and students’ motivational beliefs and career orientation behavior. Twenty eighth-grade classrooms from German middle-track schools were randomly assigned to the intervention or to...
1 CitationsSource
#1Elizabeth A. Canning (IU: Indiana University)H-Index: 9
#2Stacy J. Priniski (UW: University of Wisconsin-Madison)H-Index: 7
Last. Judith M. Harackiewicz (UW: University of Wisconsin-Madison)H-Index: 50
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Abstract Utility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized field experiment, we tested two ways of framing a UV writing intervention (student-framed vs. instructor-framed examples of UV), against a con...
1 CitationsSource
#1Cameron A. HechtH-Index: 3
#2Stacy J. PriniskiH-Index: 7
Last. Judith M. HarackiewiczH-Index: 50
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Abstract As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a cha...
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#2Stacy J. Priniski (UW: University of Wisconsin-Madison)H-Index: 7
Last. Dustin B. Thoman (SDSU: San Diego State University)H-Index: 17
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Collection and analysis of students’ writing samples on a large scale is a part of the research agenda of the emerging writing analytics community that promises to deliver an unprecedented insight into characteristics of student writing. Yet with a large scale often comes variability of contexts in which the samples were produced—different institutions, different purposes of writing, different author demographics, to name just a few possible dimensions of variation. What are the implications of ...
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