Conference Papers

2017

Chang, C. F. (2017, August). Teachers’ nonverbal behaviors during video-based teacher professional development workshops. McGill Summer Institute for School Psychology, Montreal, QC.

Feizi, S. (2017, August). The relationship between happiness and academic achievement in Iranian undergraduates. McGill Summer Institute for School Psychology, Montreal, QC.

Lee, S. Y. (2017, August). Public versus private expression: Educational implications of gendered perceptions of sexual disclosure. McGill Summer Institute for School Psychology, Montreal, QC.

Sabagh, Z., Saroyan, A., & Hall, N. C. (2017, August). Predictors of faculty occupational well-being in Canadian universities: A survey study. European Association for Research on Learning and Instruction Conference, Tampere, Finland.

Salimzadeh, R., Saroyan, A, Hall, N. C. (2017, August). The impact of stress on well-being among faculty members: Moderating role of emotion regulation. European Association for Research on Learning and Instruction, Tampere, Finland.

Hall, N. C., Rahimi, S., Maymon, R., & Wang, H. (2017, May). The SAS Project: An international analysis of university rankings and faculty well-being. Association for Psychological Science, Boston, MA.

Hall, N. C., Sverdlik, A., Rahimi, S., & Hubbard, K. A. (2017, May). The SAS Project: Exploring relations between university rankings, motivation, and well-being in graduate students. Society for the Study of Motivation, Boston, MA.

Feizi, S., & Hall, N. C. (2017, April). Happiness and academic achievement in Iranian undergraduates. McGill Human Development Conference, Montreal, QC.

Hall, N. C. (2017, April). @AcademicsSay: A case study in faculty engagement via Twitter. American Educational Research Association, San Antonio, TX.

Hall, N. C., Hubbard, K. A, & Copeland, L. (2017, April). Interventions gone wild: Achievement effects of online control- and value-enhancing programs for first-year students. American Educational Research Association, San Antonio, TX.

Rahimi, S., Wang, H., & Hall, N. C. (2017, April). Social comparisons: Effects of teaching experience on adjustment and emotions in new teachers. American Educational Research Association, San Antonio, TX.

Stupnisky, R. H., Peterson, M.-L., & Hall, N. C. (2017, April). Pretenure faculty members’ motivation for teaching and research success: Testing a model of Self-determination Theory. American Educational Research Association, San Antonio, TX.

2016

Hall, N. C. (2016, July). The SAS Project: A case study of motivation research recruitment via social media. Society for the Study of Motivation, Gdansk, Poland.

Sabagh, Z., & Hall, N. C. (2016, July). An examination of the factorial structure of Butler’s (2007) teacher achievement goal orientation questionnaire in a sample of university instructors. Society for the Study of Motivation, Gdansk, Poland.

Wang, H., & Hall, N. C. (2016, July). A longitudinal analysis of the effects of teachers’ achievement goals on emotions. Society for the Study of Motivation, Gdansk, Poland.

Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2016, July). Boredom undermines students’ learning and performance. Higher Education Conference, Amsterdam, The Netherlands.

DiMillo, J., Giambra, M., Garland, R., Hall, N. C., Ezer, H., Khanna, M., & Körner, A. (2016, May). Patients at risk for melanoma recurrence: Partner comfort and support as predictors of skin self-examination self-efficacy. Canadian Association of Psychosocial Oncology, Halifax, NS.

Sverdlik, A., Hall, N. C., & McAlpine, L. (2016, April). What doctoral students reveal in the comment section: Insights from an overlooked source. American Educational Research Association, Washington, DC.

Hubbard, K. A., Wang, H., & Hall, N. C. (2016, April). Persisting in STEM into university: The role of emotions in physics and chemistry. American Educational Research Association, Washington, DC.

Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2016, April). Frustrated but enjoying it: Pretenure faculty members’ emotions for teaching and research. American Educational Research Association, Washington, DC.

Wang, H., Hall, N. C., Rahimi, S., Frenzel, A. C., & Goetz, T. (2016, April). Teachers’ goal orientations, classroom goal structures, and emotions: A causal analysis. American Educational Research Association, Washington, DC.

2015

Bieg, M., Goetz, T., & Hall, N. C. (2015, August). Gender differences in math anxiety: The mediating role of self-concept and belief in gender stereotypes. European Association for Research on Learning and Instruction, Limassol, Cyprus.

Maymon, R., Hubbard, K., Wang, H., & Hall, N. C. (2015, August). Technological difficulties in academia: A study of attributions and emotions in college students. American Psychological Association, Toronto, ON.

Nett, U. E., Goetz, T., & Hall, N. C. (2015, August). How am I so bored? An empirical examination of boredom types, precursors, and coping strategies. European Association for Research on Learning and Instruction, Limassol, Cyprus.

Wang, H., Hall, N. C., Rahimi, S., & Maymon, R. (2015, August). Teachers’ instructional goals, emotions, classroom practices, and perceived student engagement. American Psychological Association, Toronto, ON.

Wang, H., Rahimi, S., & Hall, N. C. (2015, August). Goal orientations and emotions in teachers: A causal analysis. American Psychological Association, Toronto, ON.

Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N. C. (2015, June). An integrated emotion-aware framework for intelligent tutoring systems. International Conference on Artificial Intelligence in Education, Madrid, Spain.

Goetz, T., Bieg, M., & Hall, N. C. (2015, April). Assessing academic emotions via experience sampling methods. American Educational Research Association, Chicago, IL.

Hall, N. C., Frenzel, A. C., Goetz, T., Wang, H., & Rahimi, S. (2015, April). Online motivational interventions for teachers: Longitudinal effects on attributions, burnout, and quitting intentions. American Educational Research Association, Chicago, IL.

Maymon, R., Rahimi, S., & Hall, N. C. (2015, April). Academic technology failures: An experimental study of college students’ motivation and emotions. American Educational Research Association, Chicago, IL.

Nett, U. E., Goetz, T., & Hall, N. C. (2015, April). Daydreaming versus value enhancement: Situational impact on students’ coping with boredom. American Educational Research Association, Chicago, IL.

Rahimi, S., Wang, H., Hall, N. C., & Maymon, R. L. (2015, April). Effects of social comparisons on emotions in teachers. American Educational Research Association, Chicago, IL.

Rahimi, S., Wang, H., Hall, N. C., & Sticca, F. (2015, April). Social comparisons and adjustment in teachers: Variable- and person-centered approaches. American Educational Research Association, Chicago, IL.

Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (2015, April). Testing a model of pretenure faculty members’ teaching and research success: Motivation mediating established predictors. American Educational Research Association, Chicago, IL.

Wang, H., Hall, N. C., Rahimi, S., & Maymon, R. L. (2015, April). Teachers’ goal orientations, causal attributions, and emotions: A longitudinal analysis. American Educational Research Association, Chicago, IL.

2014

Hubbard, K., Sverdlik, A., Bieg, M., & Hall, N. C. (2014, August). Narcissism, high self-esteem, and attributional retraining: A risky combination? American Psychological Association, Washington, DC.

Maymon, R., Hall, N. C., Goetz, T., Rahimi, S., & Astahova, M. (2014, August). Gendered effects of attributions and emotions on academic computing in German college students. American Psychological Association, Washington, DC.

Sverdlik, A., Hall, N. C. & Weinberg, L. E. (2014, August). Evaluating the effects of a motivational intervention on control, health, and ability in older adults. American Psychological Association, Washington, DC.

Weinberg, L. E., Sverdlik, A., & Hall, N. C. (2014, August). Attributional retraining in older adults: Evaluating the effects of a motivational intervention on perceived control and functional ability. American Psychological Association, Washington, DC.

Hall, N. C., Wang, H., Rahimi, S., & Ranellucci, J. (2014, July). Online motivational interventions: Improving academic achievement in female STEM students. Gender and STEM Network Conference, Berlin, Germany.

Hubbard, K., Simon, R., Hall, N. C., & Wang, H. (2014, July). Exploring student persistence in STEM programs: A motivational model. Gender and STEM Network Conference, Berlin, Germany.

Sverdlik, A., Hall, N. C., Heckhausen, J., Rahimi, S., & Maymon, R. (July, 2014). Encouraging realistic expectations in STEM students: Differential effects of a motivational intervention. Gender and STEM Network Conference, Berlin, Germany.

Hall, N. C., Frenzel, A. C., Goetz, T., Wang, H., & Rahimi, S. (2014, June). Online motivational interventions: Promoting psychological and physical health in teachers. Biennial International Conference on Motivation, Helsinki, Finland.

Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. (2014, June). The effects of social comparison on emotions and illness symptoms in teachers. Biennial International Conference on Motivation, Helsinki, Finland.

Wang, H., Hall, N. C., Rahimi, S., Sverdlik, A., & Frenzel, A. C. (2014, June). Teachers’ achievement goals, emotions, and perceived students’ emotions: A mediational analysis. Biennial International Conference on Motivation, Helsinki, Finland.

Rahimi, S. Wang, H., & Hall, N. C. (2014, May). Social comparisons in teachers: Effects on burnout, job satisfaction and intentions to quit. LEADS annual meeting, Montreal, QC.

Wang, H., Rahimi, S., & Hall, N. C. (2014, May). Emotional contagion in the classroom: Effects of teachers’ achievement goals and emotions on perceived students’ emotions. LEADS annual meeting, Montreal, QC.

Hubbard, K., Maymon, R., Astahova, M., & Hall, N. C. (2014, April). Online attributional retraining and self-esteem: Assessing cognitive, emotional, and learning outcomes in college students. American Educational Research Association, Philadelphia, PA.

Maymon, R., Hall, N. C., Perry, R. P., & Hladkyj, S. (2014, April). Perceived control and failure preoccupation in academic computing: Effects on cognitions, emotions, and achievement outcomes. American Educational Research Association, Philadelphia, PA.

Rahimi, S., Wang, H., Hall, N. C., & Frenzel, A. (2014, April). Attributions, affect and adjustment in teachers: A process model. American Educational Research Association, Philadelphia, PA.

Rahimi, S., Hall, N. C., Wang, H., Maymon, R., & Keller, M. (2014, April). Upward, downward and horizontal comparisons in teachers: Effects on adjustment and student engagement. American Educational Research Association, Philadelphia, PA.

Sverdlik, A., Wang, H., & Hall, N. C. (2014, April). A qualitative forensic investigation of an intervention that backfired. American Educational Research Association, Philadelphia, PA.

Sverdlik, A., Hall, N. C., & Hubbard, K. A. (2014, April). Paradoxical effects of a motivational intervention for college students in STEM disciplines. American Educational Research Association, Philadelphia, PA.

Wang, H., Rahimi, S., Hall, N. C., & Keller, M. M. (2014, April). Effects of self-efficacy and attributions on teachers’ well-being: A mediational analysis. American Educational Research Association, Philadelphia, PA.

Wang, H., Hall, N. C., & Rahimi, S. (2014, April). Teachers’ self-efficacy and causal attributions: Effects on adjustment outcomes. Centre for Research in Human Development, Montreal, QC.

2013

Wang, H., Rahimi, S., D’Intino, J., & Hall, N. C. (2013, September). Effects of teachers’ self-efficacy on job satisfaction, physical health, and their intentions to quit. SELF research conference, Singapore.

Wang, H., Rahimi, S., Maymon, R.., & Hall, N. C. (2013, September). Effects of teachers’ achievement goals on their teaching approaches and their students’ classroom behaviors. SELF research conference, Singapore.

Sverdlik, A., Hubbard, K. A., Rahimi, S., & Hall, N. C. (2013, August). The paradoxical effects of a motivational intervention on students’ expectations. American Psychological Association, Honolulu, Hawaii. *Withdrawn

Sverdlik, A., Maymon, R., & Hall, N. C. (2013, August). “Be realistic”: A mixed method analysis of a motivational intervention. American Psychological Association, Honolulu, Hawaii. *Withdrawn

D’Intino, J., Hubbard, K., Maymon, R., Rahimi, S., & Hall, N. C. (2013, June). Perceived coping resources in high school students with learning disabilities.  Canadian Association of College and University Student Services, Montreal, QC.

D’Intino, J., Sverdlik, A., & Hall, N. C. (2013, June). Barriers to academic success for students with learning disabilities.  Canadian Association of College and University Student Services, Montreal, QC.

Hubbard, K., D’Intino, J., & Hall, N. C. (2013, June). Modifying online interventions to prevent adverse effects: The “warning” approach. Canadian Association of College and University Student Services, Montreal, QC.

Hubbard, K., Maymon, R., & Hall, N. C. (2013, June). Assessing harmful effects of an internet-based motivational intervention on achievement in post-secondary social science students. Canadian Psychological Association, Quebec City, QC.

Maymon, R., D’Intino, J., Sverdlik, A. & Hall, N. C. (2013, June). Academic technology and gender. Canadian Association of College and University Student Services, Montreal, QC.

Maymon, R., Rahimi, S., Hubbard, K., & Hall, N. C. (2013, June). Technology attributions and achievement: Effects of computer and performance attributions on academic achievement. Canadian Psychological Association, Quebec City, QC.

Maymon, R., Rahimi, S., Hubbard, K., Hall, N. C. (2013, June). Technology attributions and achievement. Canadian Association of College and University Student Services, Montreal, QC.

Maymon, R., Sverdlik, A., Ranellucci, J., & Hall, N. C. (2013, June). Academic technology and gender: Differential effects on computing-related emotional experiences. Canadian Psychological Association, Quebec City, QC.

Rahimi, S., Hall, N. C., & Pychyl, T. A. (2013, June). Blameworthiness and moral responsibility in students that procrastinate versus delay. Canadian Association of College and University Student Services, Montreal, QC.

Rahimi, S., Hall, N. C., Pychyl, T., A., & Sverdlik, A. (2013, June). Blameworthiness and moral responsibility in students that procrastinate versus delay. Canadian Psychological Association, Quebec City, QC.

Sampasivam, L., Hall, N. C., & Muis, K. R. (2013, June). Achievement goals and emotions: Cognitive appraisals and emotion regulation as mediating variables. Canadian Psychological Association, Quebec City, QC.

Sverdlik, A., D’Intino, J., & Hall, N. C. (2013, June). Paradoxical effects of a motivational intervention for college students in STEM disciplines. Canadian Association of College and University Student Services, Montreal, QC.

Sverdlik, A., & Hall, N. C. (2013, June). “Be realistic”: A mixed methods analysis of a motivational intervention. Canadian Association of College and University Student Services, Montreal, QC.

Sverdlik, A., Hubbard, K. A., & Hall, N. C. (2013, June). Preventing adverse effects to web-based interventions: The “reminder” approach. Canadian Psychological Association, Quebec City, QC.

Sverdlik, A., Rahimi, S., & Hall, N. C. (2013, June). The paradoxical effects of a motivational intervention on college students’ expectations. Canadian Psychological Association, Quebec City, QC.

Bieg, M., Goetz, T., Luedtke, O., Pekrun, R. H., & Hall, N. C. (2013, April). The gender gap in math anxiety: Contradictory findings from trait vs. state assessments. American Educational Research Association, San Francisco, CA.

Hall, N. C., Stupnisky, R., Azevedo, R., & Rahimi, S. (2013, April). Internet-based attributional retraining and self-esteem: Improving academic achievement in at-risk students through writing techniques. American Educational Research Association, San Francisco, CA.

Hubbard, K., Sverdlik, A., Bieg, M., & Hall, N. C. (2013, April). Attributional retraining and self-esteem: Investigating iatrogenic effects of an online intervention. American Educational Research Association, San Francisco, CA.

Hubbard, K., Ringo, J., Maymon, R., Ranellucci, J., & Hall, N. C. (2013, April). Improving student achievement in STEM (science, technology, engineering, mathematics) disciplines: The role of online interventions. American Educational Research Association, San Francisco, CA.

Maymon, R., Hubbard, K., Rahimi, S., Hall, N. C., & Azevedo, R. (2013, April). When technology fails: Effects of computer-related attributions and emotions on academic achievement. American Educational Research Association, San Francisco, CA.

Maymon, R., Sverdlik, A., Bieg, M., Hall, N. C., & Azevedo, R. (2013, April). Academic computing and gender: Differential effects on attributions and emotions in college students. American Educational Research Association, San Francisco, CA.

Rahimi, S., Pychyl, T. A., Hall, N. C., & Hubbard, K. (2013, April). Attributions of moral responsibility and blameworthiness in relation to procrastination versus delay. American Educational Research Association, San Francisco, CA.

Ranellucci, J., Hall, N. C., Hubbard, K., & Goetz, T. (2013, April). Breaking down the relationship between achievement goals and academic achievement: Investigating the importance of achievement emotions and learning strategies. American Educational Research Association, San Francisco, CA.

Sampasivam, L., Hall, N. C., Ranellucci, J., & Muis, K. R. (2013, April). Achievement goals and emotions: Cognitive appraisals and emotion regulation as mediating variables. American Educational Research Association, San Francisco, CA.

Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2013, April). New faculty emotions: A mixed method study. American Educational Research Association, San Francisco, CA.

Hubbard, K., D’Intino, J., Maymon, R., & Hall, N. C. (2013, March). How can we help STEM students succeed academically? Improving attributions for poor performance through an internet-based motivational intervention. National Academic Advising Association, Montreal, QC.

Maymon, R., Sverdlik, A. & Hall, N. C. (2013, March). Academic computing and college students: Gendered effects of attributions and emotions. Education Graduate Students’ Society, Montreal, QC.

Rahimi, S., Hall, N. C., & Pychyl, A., T. (2013, March). Blameworthiness and moral responsibility in students that procrastinate versus delay. Education Graduate Students’ Society, Montreal, QC.

Sverdlik, A., & Hall, N. C. (2013, March). “Be realistic”: Iatrogenic effects of downgrading expectations on high-achieving students’ performance. National Academic Advising Association, Montreal, QC.

Sverdlik, A., & Hall, N. C. (2013, March). “Be realistic”: Iatrogenic effects of downgrading expectations on high-achieving students’ performance. Education Graduate Students’ Society, Montreal, QC.

Hubbard, K., Rahimi, S., & Hall, N. C. (2013, February). Internet-based motivational interventions for social science college students: Advantages and drawbacks concerning academic achievement. Centre for Research in Human Development, Montreal, QC.

2012

Hubbard, K., Maymon, R., & Hall, N. C. (2012, October). Assisting STEM students’ academic achievement through an internet-based motivational intervention. Centre for Research in Human Development, Montreal, QC.

Maymon, R., Sverdlik, A., & Hall, N. C. (2012, October). Academic computing and college students: Gendered effects of attributions and emotions. Centre for Research in Human Development, Montreal, QC.

Rahimi, S., Hall, N. C., & Pychyl, T. (2012, October). Attributions of moral responsibility and blameworthiness in relation to procrastination versus delay. Centre for Research in Human Development, Mont­­real,­ QC.

Sverdlik, A., Hubbard, K., Bieg, M., & Hall, N. C. (2012, October). The iatrogenic effects of adopting realistic expectations on academic achievement. Centre for Research in Human Development, Montreal, QC.

Goetz, T., Bieg, M., & Hall, N. C. (2012, July). Do girls really experience more math anxiety than boys? International Congress of Psychology, Cape Town, South Africa.

Sampasivam, L., Hall, N. C., & Muis, K. R. (2012, July). Mediator and moderator effects in the link between achievement goals and emotions. International School Psychology Association. Montreal, QC.

Hubbard, K., Ringo, J., Hall, N. C., & Julio, L. (2012, June). Investigating the impact of internet-based attributional retraining on high self-esteem university students. Society for Teaching and Learning in Higher Education Annual Conference, Montreal, QC.

Hubbard, K., Ringo, J., Julio, L., & Hall, N. C. (2012, June). Minimizing iatrogenic effects of web-based motivational programs on academic achievement. Canadian Psychological Association, Halifax, Nova Scotia.

Hubbard, K., Ringo, J., Julio, L., & Hall, N. C. (2012, June). Evaluating iatrogenic effects of internet-based attributional retraining for high self-esteem students. Canadian Psychological Association, Halifax, Nova Scotia.

Ringo, J., Hubbard, K., Julio, L., & Hall, N. C. (2012, June). The impact of internet-based attributional retraining in natural science disciplines. Canadian Psychological Association, Halifax, Nova Scotia.

Musu-Gillette, L. E., Hubbard, K., Hall, N. C., & Heckhausen, J. (2012, June). Do your friends make a difference? Similarity, identity, and achievement in university students. Canadian Psychological Association, Halifax, Nova Scotia.

Musu-Gillette, L. E., Hall, N. C., & Heckhausen, J. (2012, May). Friend characteristics, motivational strategies, and achievement in college students. Association for Psychological Science, Chicago, IL.

Hall, N. C., Musu-Gillette, L. E., Ringo, J., & Hubbard, K. (2012, April). Attributional retraining and student health: A latent growth analysis of mediating and moderating variables. American Educational Research Association, Vancouver, BC.

Goetz, T., Nett, U. E., Frenzel, A. C., Lipnevich A. A., & Hall, N. C. (2012, April). Types of students’ boredom: An experience sampling approach. American Educational Research Association, Vancouver, BC.

Nett, U. E., Goetz, T., Hall, N. C., & Frenzel, A. C. (2012, April). Metacognitive strategies and test performance: An experience sampling analysis of students’ learning behavior. American Educational Research Association, Vancouver, BC.

Pekrun, R., Hall, N. C., Perry, R. P., & Goetz, T. (2012, April). Boredom and students’ academic achievement: An analysis of reciprocal causation. American Educational Research Association, Vancouver, BC.

Hubbard, K., Ringo, J., Hall, N. C., & Julio, L. (2012, March). Investigating the impact of internet-based attributional retraining on high self-esteem university students. McGill University Education Graduate Students’ Society, Montreal, Quebec.

Ringo, J., Hubbard, K., & Hall, N. C. (2012, March). Internet-based attributional retraining: Does it impact students in distinct science domains differently? McGill University Education Graduate Students’ Society, Montreal, Quebec.

Goldberg, D., Stern, M., Shaw, S, & Hall, N. C. (2012, February). Investigating academic emotions in at-risk high school students. National Association of School Psychologists, Philadelphia, PA.

2011

Musu-Gillette, L. E., Hall, N. C., & Heckhausen, J. (2011, June). Peer goal alignment and achievement in college students. SELF Research Conference, Quebec City, QC.

Stewart, T. L., Stupnisky, R. H., Perry, R. P., Daniels, L. M., & Hall, N. C. (2011, May). Attributional retraining: Curtailing the consequences of depression among young adults in an achievement setting. Western Psychological Association, Los Angeles, CA.

Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2011, April). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. American Educational Research Association, New Orleans, LA.

Musu-Gillette, L. E., & Hall, N. C. (2011, March). Friends’ influence on academic achievement in college students. Society for Research in Child Development, Montreal, QC.

2010

Nett, U. E., Goetz, T., Hall, N. C., & Wimmer, B. (2010, September). Students’ coping with boredom at school: An experience sampling perspective. International Conference on Motivation, Porto, Portugal.

Stupnisky, R. H., Perry, R. P., Hall, N. C., & Guay, F. (2010, June). An intraindividual examination of first-year university students’ daily perceptions of control. Canadian Psychological Association, Winnipeg, MB.

Stupnisky, R. H., Hall, N. C., Perry, R. P., & Guay, F. (2010, May). Stability of first-year university students’ perceived control: A six-month longitudinal study. Canadian Society for the Study of Education, Montreal, QC.

Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010, April). Antecedents of everyday positive emotions: An experience sampling analysis. American Educational Research Association, Denver, CO.

Hall, N. C., Musu-Gillette, L. E., Perry, R. P., Nett, E., & Goetz, T. (2010, April). Attributional retraining and self-esteem: “Robin Hood” effects on academic achievement. American Educational Research Association, Denver, CO.

Nett, U. E., Hall, N. C.,  Daschmann, E. C., Wimmer, B., & Goetz, T. (2010, April). Coping with boredom in school: An experience sampling analysis. American Educational Research Association, Denver, CO.

2009

Goetz, T., Frenzel, A. C., Cronjaeger, H., Hall, N. C. (2009, April). Academic self-concept and discrete emotion relations: Domain specificity and age effects. American Educational Research Association, San Diego, CA.

Hall, N. C., Jackson, S., Nett, U. E., Cronjaeger, H., & Goetz, T. (2009, April). Attributional retraining and the job interview: Implications for self-esteem and employment in college students. American Educational Research Association, San Diego, CA.

Stupnisky, R. H., Pekrun, R. H., Hall, N. C., Perry, R. P., & Frenzel, A. (2009, April). An examination of the stability of first-year college students’ academic achievement emotions. American Educational Research Association, San Diego, CA.

2008

Nett, U. E., Frenzel, A. C., Hall, N. C., & Goetz, T. (2008, July). “Rafiki” or “adui”? Self-regulation in vocabulary learning. International Congress of Psychology, Berlin, Germany.

Hall, N. C., Jackson, S., Daniels, L. M., & Goetz, T. (2008, March). Getting the job: Attributional retraining and the employment interview. American Educational Research Association, New York, NY.

Pekrun, R. H., Hall, N. C., & Perry, R. P. (2008, March). Boredom in academic settings: Control-value antecedents and performance consequences of a neglected emotion. American Educational Research Association, New York, NY.

2007

Goetz, T., Frenzel, A. C., Pekrun, R., Preckel, F., & Hall, N. C. (2007, August). Do intelligent students feel better in testing situations? Emotional experiences of different ability groups during an academic achievement test. 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary.

Goetz, T., Preckel, F., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2007, April). Do intelligent students feel better in testing situations? Emotional experiences of different ability groups during an academic achievement test. American Educational Research Association, Chicago, IL.

2006

Hall, N. C., Goetz, T., Haynes, T. L., Stupnisky, R. H., & Chipperfield, J. G. (2006, April). Self-regulation of primary and secondary control: Optimizing control striving in an academic achievement setting. American Educational Research Association, San Francisco, CA.

Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006, April). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. American Educational Research Association, San Francisco, CA.

Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006, April). “Math scares me, but English is fun!” The domain specificity of academic emotional experiences. American Educational Research Association, San Francisco, CA.

Stupnisky, R. H., Perry, R. P., Hall, N. C., & van Winkel, L. M. (2006, April). A test of Weiner’s precursors to causal search in a college classroom setting. American Educational Research Association, San Francisco, CA.

Perry, R. P., Stupnisky, R. H., Hall, N. C., Chipperfield, J. C., & Weiner, B. (2006, January). Academic motivation and performance following attributional retraining: An application of Weiner’s attribution theory. Society for Personality and Social Psychology, Palm Springs, CA.

2005

Hall, N. C., Hladkyj, S., Goetz, T., Pekrun, R. H., & Perry, R. P. (2005, April). Errors, freezes, and crashes: How college students deal with computer problems through primary and secondary control. American Educational Research Association, Montreal, QC.

Hall, N. C., Perry, R. P, Ruthig, J. C., Haynes, T. L., & Stupnisky, R. H. (2005, April). Internet-based attributional retraining: Longitudinal effects on academic achievement in college students. American Educational Research Association, Montreal, QC.

Goetz, T., Zirngibl, A., Hall, N. C., & Pekrun, R. H. (2005, April). A hierarchical conceptualization of enjoyment in students. American Educational Research Association, Montreal, QC.

Hall, N. C., Chipperfield, J. G., Ruthig, J. C., Newall, N. E., & Pekrun, R. H. (2005, April). Primary and secondary control in achievement settings: Implications for gender, stress, and self-rated health. Western Psychological Association, Portland, OR.

Hall, N. C., Perry, R. P, Stupnisky, R. H., Haynes, T. L., & Bailis, D. S. (2005, April). Stability and self-regulation in primary and secondary control. Western Psychological Association, Portland, OR.

Haynes, T. L., Ruthig, J. C., Perry, R. P., Stupnisky, R. H., & Hall, N. C. (2005, April). The positive impact of attributional retraining among optimistic college students. Western Psychological Association, Portland, OR.

Ruthig, J. C., Chipperfield, J. G., Newall, N. E., Hall, N. C., & Haynes, T. L. (2005, April). Perceived control and optimism: Buffering against negative effects of falling on older adults’ health and well-being. Western Psychological Association, Portland, OR.

Stupnisky, R. H., Hall, N. C., van Winkel, L. M., Ruthig, J. C., & Clifton, R. A. (2005, April). Self-esteem and perceived control: Comparing benefits on stress, health, and emotions. Western Psychological Association, Portland, OR.

2004

Hall, N. C., Perry, R. P, Pekrun, R. H., Goetz, T., & Chipperfield, J. G. (2004, July). Primary and secondary control in the classroom: Implications for academic development in college students. SELF Research Conference, Berlin, Germany.

Goetz, T., Pekrun, R. H., & Hall, N. C. (2004, July). The big-fish-little-pond effect in the context of emotional experience: A longitudinal multilevel-analysis perspective. SELF Research Conference, Berlin, Germany.

Goetz, T., Heuthaler H., Peschl, J., & Hall, N. C. (2004, May). Educating gifted students through socio-cognitive, existential interventions: A quantitative-qualitative program evaluation. Global Conference on Excellence in Education and Training, Singapore.

Stupnisky, R. H., Perry, R. P., Hall, N. C., & Haynes, T. L. (2004, April). Individual differences in attributional retraining: A longitudinal study. Western Psychological Association, Phoenix, AZ.

Ruthig, J. C., Chipperfield, J. G., Newall, N. E., & Hall, N. C. (2004, April). Comparative optimism among aging individuals. Western Psychological Association, Phoenix, AZ.

Stupnisky, R. H., Hall, N. C., Haynes, T. L., Chipperfield, J. G., & Perry, R. P. (2004, January). Structural equation modeling of Weiner’s attribution theory in the context of attributional retraining. Society for Personality and Social Psychology, Austin, TX.

2003

Hall, N. C., Swift, A., Chipperfield, J. G., & Perry, R. P. (2003, November). Primary and secondary control in older adults with serious health problems: Gender-specific implications for health and well-being. Gerontological Society of America, San Diego, CA.

Hall, N. C., Hladkyj, S., Chipperfield, J. G., & Stupnisky, R. H. (2003, May). Perceived control and self-regulation: A structural equation modelling approach. Western Psychological Association, Vancouver, BC.

Hall, N. C., Clifton, R. A., Ruthig, J. C., & Perry, R. P. (2003, May). Attributional retraining and perceived control: Assisting college students at risk. Western Psychological Association, Vancouver, BC.

Perry, R. P., Hall, N. C., Newall, N. E., Haynes, T. L., & Stupnisky, R. H. (2003, May). Attributional retraining and elaboration: Differential treatment effects in college students. Western Psychological Association, Vancouver, BC.

Ruthig, J. C., Hladkyj, S., Hall, N. C., & Haynes, T. L. (2003, May). Attributional retraining: Longitudinal effects on optimistic students’ perceived control and stress. Western Psychological Association, Vancouver, BC.

Stupnisky, R. H., Perry, R. P., Clifton, R. A., & Hall, N. C. (2003, May). Self-esteem and perceived control: A longitudinal analysis of academic achievement. Western Psychological Association, Vancouver, BC.

Hladkyj, S., Perry, R. P., Hall, N. C., Ruthig, J. C., & Pekrun, R. H. (2003, April). The emplotment of unpredictable experience: A multi-sample study of secondary control in college student motivation. American Educational Research Association, Chicago, IL.

2002

Hall, N. C., Hladkyj, S., Chipperfield, J. G., & Perry, R. P. (2002, June). Primary, secondary, and action control strategies: Health implications of college students’ “switching capacity.” Canadian Psychological Association, Vancouver, BC.

Hall, N. C., Chipperfield, J. G., Ruthig, J. C., & Perry, R. P. (2002, June). Perceived control and gender: Empirical links to health in at-risk college students. Canadian Psychological Association, Vancouver, BC.

Hall, N. C., Chipperfield, J. G., Clifton, R. A., Ruthig, J. C., & Perry, R. P. (2002, April). Primary control, secondary control, and gender: Empirical links to health and college students’ academic development. American Educational Research Association, New Orleans, LA.

Hall, N. C., Hladkyj, S., Ruthig, J. C., Pekrun, R. H., & Perry, R. P. (2002, April). The role of action control in moderating primary versus secondary control strategy use in college students. American Educational Research Association, New Orleans, LA.

Ruthig, J. C., Hladkyj, S., Hall, N. C., Chipperfield, J. G., & Perry, R. P. (2002, April). Predicting health among college students as a function of their academic emotions and control. American Educational Research Association, New Orleans, LA.

Ruthig, J. C., Hladkyj, S., Hall, N. C., Pekrun, R. H., & Perry, R. P. (2002, April). Profiling voluntary course withdrawal among college students: A longitudinal study with motivational implications. American Educational Research Association, New Orleans, LA.

Hall, N. C., & Perry, R. P. (2002, March). Primary, secondary, and action control strategies: Empirical links to motivation and achievement in students. University of Manitoba Department of Psychology Poster Session, Winnipeg, MB, Canada.

2001

Hall, N. C., Clifton, R. A., Ruthig (Kobylak), J. C., Hladkyj, S., & Perry, R. P. (2001, April). Primary control, secondary control, and failure: Empirical links to academic performance in a longitudinal study. American Educational Research Association, Seattle, WA.

Hall, N. C., Chipperfield, J. G., Perry, R. P., Pekrun, R. H., & Schonwetter, D. (2001, April). Attributional retraining, perceived control, and failure: Assisting at-risk students through writing. American Educational Research Association, Seattle, WA.

Ruthig, J. C., Hladkyj, S., Perry, R. P., & Hall, N. C. (2001, April). Optimism and attributional retraining: Longitudinal effects on academic achievement, test anxiety, and voluntary course withdrawal. American Educational Research Association, Seattle, WA.

Schonwetter, D., Walker, L. J., Hladkyj, S., Perry, R. P., Ruthig (Kobylak), J. C., & Hall, N. C. (2001, April). Facilitating the academic development of high-risk freshmen students through a deliberate teaching strategy. American Educational Research Association, Seattle, WA.

2000

Hall, N. C., Hladkyj, S., Taylor, J. R., & Perry, R. P. (2000, April). Primary and secondary control: Empirical links to academic motivation, achievement, and failure. American Educational Research Association, New Orleans, LA.

Hall, N. C., Perry, R. P., Taylor, J. R., & Pelletier, S. T. (2000, April). Attributional retraining and elaborative learning: Assisting at-risk students through individualized intervention techniques. American Educational Research Association, New Orleans, LA.

Hladkyj, S., Pelletier, S. T., Hall, N. C., & Perry, R. P. (2000, April). An exploratory study of the general effects of narrative emplotment on university student affect, cognition, and motivation. American Educational Research Association, New Orleans, LA.

Hall, N. C., Hladkyj, S., Taylor, J. R., & Perry, R. P. (2000, February). Primary and secondary control: Determining antecedents for sustained academic motivation and achievement in unsuccessful students. University of Manitoba Department of Psychology Poster Session, Winnipeg, MB, Canada.

1999

Hall, N. C., Taylor, J. R., Hladkyj, S., & Perry, R. P. (1999, May). Attributional retraining and elaborative learning: Determining appropriate intervention techniques for at-risk students. Prairie Undergraduate Psychology Conference, Winnipeg, MB, Canada.

Hall, N. C., Taylor, J. R., Hladkyj, S., & Perry, R. P. (1999, March). Attributional retraining and elaborative learning: Determining appropriate intervention techniques for at-risk students. Red River Psychology Conference, Moorhead, MN.

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