Completed Projects

  • 2014 | Technology and Motivation in Higher Education

– Coordinators: R. Maymon (student), N. Hall
Three cross-sectional studies (experimental vs. scenario formats) evaluating university students’ motivation and emotions regarding academic computing challenges (e.g., attributions, strategies; anxiety, boredom, enjoyment) conducted at McGill University (N = 349), Athabasca University (N = 395), and the University of Alberta (N = 58)
– Funding: SSHRC Insight (Development) Grant / SSHRC Partnership Grant

  • 2013-2014 | Motivation in Teachers: Mediation and Intervention Effects

– Coordinator: N. Hall; Students: S. Rahimi, H. Wang
– Explores various facets of motivation (e.g., goals, strategies, competence, attributions) and emotions (e.g., anxiety, anger, enjoyment) in practicing teachers from elementary, secondary, and CEGEP schools in Quebec and Ontario (N = 526); evaluates the effectiveness of web-based motivational interventions for teachers based on attribution theory; 6-month follow-up to assess longitudinal effects on psychosocial adjustment (e.g., burnout, job satisfaction), attrition (e.g., intention to quit), and student development (e.g., classroom engagement)
– Conducted in cooperation with participating school boards (e.g., QC: Lester B Pearson, Riverside) and teachers’ associations (e.g., ON: OSSTF, ETFO; Quebec: PTU)
– Funding: FQRSC / SSHRC Partnership Grant

  • 2012-2013 | Attributional Retraining & Self-esteem in Higher Education

– Coordinator: N. Hall; Student: K. Hubbard; Collaborator: R. Koestner
– Evaluates the benefits and risks of web-based motivational programs for undergraduate university students (McGill, various faculties; N = 485) due to individual differences in “defensive” self-esteem; 4-month follow-up to assess longitudinal effects of modified intervention materials (e.g., disclaimers to warn of risks, bolsters self-esteem) on achievement (e.g., GPA), attrition (e.g., course withdrawal), and adjustment (e.g., motivation, emotions)
– Conducted in cooperation with the McGill Office of the Registrar
– Funding: FQRSC  / SSHRC Insight Grant

  • 2003-2010 | Online Attributional Retraining in Higher Education

Coordinator: N. Hall; Student (Analysis): K. Hubbard
– Three longitudinal studies evaluated the achievement benefits of web-based motivational programs for university students in Canada (Univ. of Manitoba, psychology; 2003, 2005) and the U.S. (UCI, various faculties; 2007) as moderated by intervention format (abstract/writing vs. applied/aptitude test) and student risk factors (e.g., self-esteem); 1-year (Canada, course grades) and 2-year follow-up data (UCI; GPAs, attrition, program changes); sample sizes: Canada (954; 478), USA (893)
– Conducted in cooperation with the UCI Registrar’s Office
– Funding: SSHRC fellowships (Hall) / SSHRC Insight Grant / Spencer Foundation

  • 2006-2010 | Promoting Adaptive Engagement & Disengagement in STEM

– Coordinator: N. Hall; Student (Analysis): A Sverdlik
– Two longitudinal studies exploring the benefits and risks of in-person and online motivational programs for university students in various natural science programs (UCI, STEM; e.g., pre-medicine) in which adaptive disengagement (downgrading aspirations, being realistic; study 1: in-person protocols, 2007) is encouraged alongiside traditional engagement content (persistence; attributional retraining; study 2: online protocols, disengagement vs. engagement vs. both, 2007); 2-year follow-up on various institutional outcomes (e.g., GPAs, attrition, program changes); sample sizes: study 1 (50), 2 (893)
– Conducted in cooperation with the UCI Registrar’s Office
– Funding: SSHRC fellowship (Hall) / SSHRC Partnership Development Grant

  • 2005-2008 | Motivation, Emotions, and Technology in Higher Education

Coordinator: N. Hall; Student (Analysis): R. Maymon; Collaborator: T. Goetz
– Three cross-sectional studies evaluating university students’ motivation and emotions regarding academic computing and technological challenges (e.g., attributions, strategies; anxiety, boredom, enjoyment) conducted at the University of Manitoba (2005), the University of Munich (2006), and the University of Erfurt (2007); sample sizes: Canada (788), Germany (184; 172)
– Funding: Alexander von Humboldt Foundation Research Fellowship (Hall) / SSHRC Partnership Development Grant

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