• 2014-2024 | Self-Regulation and Academic Success (SAS) in Higher Education

– Coordinator: N. Hall; Collaborators: R. Stupnisky
– Three sets of studies evaluating the effects of (1) motivational and affective variables on academic and personal development in pre-tenure faculty (McGill, Concordia, U.S./CA faculty online), (2) motivational, self-regulation, and procrastination variables on psychological adjustment in faculty (international, online), and (3) graduate students (international, online), with recruitment facilitated by social media (Twitter, Facebook)
– Funding: SSHRC Insight Grant (2013, 2020)
– Status: International data collection complete (N ~9K, 80+ countries); publications underway

• 2013-2019 | Online Motivational Programs for First-Year University Students

– Coordinator: N. Hall; Collaborators: Various [link]
– Evaluates the longitudinal effects of web-based motivational programs on personal and academic development (Registrar Data) for university students across Canada (e.g., McGill, Concordia, Laval, Brock, Alberta, Simon Fraser, Athabasca), expanding to Germany and U.S. in collaboration with grant partners (e.g., Canada: CACUSS, McGill FYO, Simon Fraser VP Office; U.S.: NRC-FYE-ST; Germany: DSW, UK, UM)
– Funding: SSHRC Insight Grant (2013) / SSHRC Partnership Development Grant (2013)
– Status: 2014-2015 McGill data collection complete; publications underway

• 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