Hall, N. C. (2021). Motivation and well-being of faculty and graduate students: Empirical relations with university rankings. In M. Stack (Ed.), Global university rankings and the politics of knowledge (pp. 195-224). Toronto, ON: University of Toronto Press.  [download]

Goetz, T., & Hall, N. C. (2020). Emotion and achievement in the classroom. In J. A. C. Hattie & E. M. Anderman (Eds.), Visible learning guide to student achievement (pp. 145-152). New York, NY: Routledge.

Goetz, T., Hall, N. C., & Krannich, M. (2019). Boredom. In K. A. Renninger & S. E. Hidi (Eds.), Cambridge handbook on motivation and learning (pp. 465-489). Cambridge, UK: Cambridge University Press.

Goetz, T., Bieg, M., & Hall, N. C. (2016). Assessing academic emotions via the experience sampling method. In M. Zembylas & P. Schutz (Eds.), Methodological advances in research on emotion in education (pp. 245-258). New York: Springer.

Ranellucci, J., Poitras, E. G., Bouchet, F., Lajoie, S. P., & Hall, N. C. (2016). Understanding emotional expressions in social media through educational data mining. In S. Tettegah & R. E. Ferdig (Eds.), Emotions and technology (pp. 85-103). Elsevier.  [ISBN]

Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N.C. (2015). An integrated emotion-aware framework for intelligent tutoring systems. In C. Conati & N. Heffernan (Eds.), Lectures Notes in Artificial Intelligence: Vol. 9112. Artificial Intelligence in Education (pp. 620-624). Switzerland: Springer.  [ISBN]

Goetz, T., & Hall, N. C. (2014). Academic boredom. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions and education (pp. 311-330). New York, NY: Routledge.   [ISBN]

Dresel, M., & Hall, N. C. (2013). Motivation. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 57-122). Bingley, UK: Emerald.   [ISBN]

Goetz., T., Nett, U. E., & Hall, N. C. (2013). Self-regulated learning. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 123-166). Bingley, UK: Emerald.   [ISBN]

Hall, N. C., & Goetz., T. (Eds.). (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Bingley, UK: Emerald.   [ISBN]

Goetz, T., & Hall, N. C. (2013). Emotion and achievement in the classroom. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 192-195). New York, NY: Routledge.   [ISBN]

Perry, R. P., & Hall, N. C. (2009). Attributional retraining. In E. M. Anderman & L. H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 73-76). Farmington Hills, MI: Macmillan Reference.   [PDF]

Perry, R. P., Hall, N. C., & Ruthig, J. C. (2007). Perceived (academic) control and scholastic attainment in college students. In R. Perry & J. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 477-551). New York: Springer.   [DOI]

Goetz, T., Frenzel, C. A., Pekrun, R. H., & Hall, N. C. (2006). Emotionale Intelligenz im Lern- und Leistungskontext. In R. Schulze, P. A. Freund & R. D. Roberts (Eds.), Emotionale intelligenz: Ein internationales handbuch (pp. 237-256). Göttingen: Hogrefe.   [PDF]

Goetz, T., Frenzel, C. A., Pekrun, R. H., & Hall, N. C. (2005). Emotional intelligence in the context of learning and achievement. In R. Schulze & R. D. Roberts (Eds.), Emotional intelligence: An international handbook (pp. 233-253). Cambridge, MA: Hogrefe & Huber Publishers.   [PDF]

Perry, R. P., Hall, N. C., & Ruthig, J. C. (2005). Perceived (academic) control and scholastic attainment in higher education. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 20, 363-436). The Netherlands: Springer.   [PDF]

Goetz, T., Zirngibl (Frenzel), A., Pekrun, R. H., & Hall, N. C. (2003). Emotions, learning and achievement from an educational-psychological perspective. In P. Mayring & C. von Rhoeneck (Eds), Learning emotions: The influence of affective factors on classroom learning (pp. 9-28). Frankfurt am Main: Peter Lang.   [ISBN]