Journal Articles

Czajkowska, Z., Hall, N. C., Sewitch, M., Wang, B., & Körner, A. (in press). The role of patient education and physician support in self-efficacy for skin self-examination among patients with melanoma. Patient Education and Counseling.  [DOI]

DiMillo, J., Brosseau, D. C., Gomez-Garibello, C., Hall, N. C., Ezer, H., Wang, B., & Körner, A. (in press). Self-efficacy and comfort with partner-assisted skin examination in patients receiving follow-up care for melanoma. Health Education Research.

DiMillo, J., Hall, N. C., Ezer, H., Schwarzer, R., & Korner, A. (in press). The Berlin Social Support Scales: Validation of the Received Support Scale in a Canadian sample of patients affected by melanoma. Journal of Health Psychology.

Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N. C. (2017). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features. International Journal of Artificial Intelligence in Education, 27(2), 268-297. doi:10.1007/s40593-016-0126-8   [DOI]

Schall, M., Goetz, T., Martiny, S. E., & Hall, N. C. (2017). It ain’t over ’til it’s over: The effect of task completion on the savoring of success. Motivation and Emotion, 41, 38-50.   [DOI]

Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (2017). Testing a model of pretenure faculty members’ teaching and research success: Motivation as a mediator of balance, expectations, and collegiality. The Journal of Higher Education.   [DOI]

Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87, 90-107. [DOI]

Hall, N. C., & Sverdlik, A. (2016). Encouraging realistic expectations in STEM students: Paradoxical effects of a motivational intervention. Frontiers in Psychology, 7, 1109.   [DOI]

Hall, N. C., Sampasivam, L., Muis, K., & Ranellucci, J. (2016). Achievement goals and emotions: The mediational roles of perceived progress, control, and value. British Journal of Educational Psychology, 86(2), 313-330.   [DOI]

Rahimi, S., Hall, N. C., & Pychyl, T. A. (2016). Attributions of responsibility and blame for procrastination behavior. Frontiers in Psychology, 7, 1179.   [DOI]

Schall, M., Martiny, S. E., Goetz, T., & Hall, N. C. (2016). Smiling on the inside: The social benefits of suppressing positive emotions in outperformance situations. Personality and Social Psychology Bulletin, 42(5), 559-571.   [DOI]

Bieg, M., Goetz, T., Wolter, I., & Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls’ and boys’ trait-state discrepancy in math anxiety. Frontiers in Psychology, 6, 1404.   [DOI]

Goetz, T., Becker, E. S., Bieg, M., Keller, M. M., Frenzel, A. C., & Hall, N. C. (2015). The glass half empty: How emotional exhaustion affects the trait-state discrepancy in self-reports of teaching emotions. PLOS ONE 10(9), e0137441.   [DOI]

Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98-120.   [DOI]

Simon, R. A., Aulls, M. W., Dedic, H., Hubbard, K. A., & Hall, N. C. (2015). Exploring student persistence in STEM programs: A motivational model. Canadian Journal of Education, 38(1), 1-27.   [PDF]

Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130.   [DOI]

Weinberg, L. E., Hall, N. C., & Sverdlik, A. (2015). Attributional retraining and physical rehabilitation in later life: Intervention effects on motivation, mobility, and well-being. Physical & Occupational Therapy in Geriatrics, 33(4), 294-302.   [DOI]

Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U., Pekrun, R., & Lipnevich, A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38, 401-419.   [DOI]

Pekrun, R. H., Hall, N. C., Perry, R. P., & Goetz, T. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696-710.   [DOI]

Goetz, T., Bieg, M., Ludtke, O., Pekrun, R. H., & Hall, N. C. (2013). Do girls really experience more mathematics anxiety? Conflicting evidence from trait vs. state perspectives. Psychological Science, 24(10), 2079-2087.   [DOI]

Goetz, T., Nett, U. E., Martiny, S., Hall, N. C., Pekrun, R. H., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234.   [DOI]

Hall, N. C. (2012). Life in transition: A motivational perspective. Canadian Psychology, 53(1), 63-66.   [PDF]

Nett, U. E., Goetz, T., Hall, N. C., & Frenzel, A. C. (2012). Metacognitive strategies and test performance: An experience sampling analysis of students’ learning behavior. Education Research International, 1-16.   [DOI]

Stupnisky, R. H., Perry, R. P., Hall, N. C., & Guay, F. (2012). Examining perceived control level and instability as predictors of first-year college students’ academic achievement. Contemporary Educational Psychology, 37, 81-90.   [DOI]

Goetz, T., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2011). Between-domain relations of academic emotions: Does having the same instructor make a difference? Journal of Experimental Education, 79, 84-101.   [PDF]

Hall, N. C., Jackson Gradt, S. E., Goetz, T., & Musu-Gillette, L. E. (2011). Attributional retraining, self-esteem, and the job interview: Benefits and risks for college student employment. Journal of Experimental Education, 79(3), 318-339.   [DOI]

Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36(1), 49-59.   [DOI]

Goetz, T., Cronjaeger, H., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35, 44-58.   [DOI]

Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34, 49-62.   [DOI]

Hall, N. C., Chipperfield, J. G., Heckhausen, J., & Perry, R. P. (2010). Control striving in older adults with serious health problems: A 9-year longitudinal study of survival, health, and well-being. Psychology and Aging, 25(2), 432-445.   [DOI]

Perry, R. P., Stupnisky, R. H., Hall, N. C., Chipperfield, J. G., & Weiner, B. (2010). Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings. Journal of Social and Clinical Psychology, 29(6), 668-700.   [DOI]

Jackson, S. E., Hall, N. C., Rowe, P., & Daniels, L. M. (2009). Getting the job: Attributional retraining and the employment interview. Journal of Applied Social Psychology, 39(4), 973-998.   [DOI]

Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. H. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.   [PDF]

Hall, N. C. (2008). Self-regulation of primary and secondary control in achievement settings: A process model. Journal of Social and Clinical Psychology, 27(10), 1126-1164.   [PDF]

Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R. H., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161-180.   [PDF]

Goetz, T., Frenzel, A. C., Pekrun, R. H., Hall, N. C., & Ludtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715-733.   [DOI]

Goetz, T., Preckel, F., Pekrun, R. H., & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3-16.   [DOI]

Hall, N. C., Perry, R. P., Goetz, T., Ruthig, J. C., Stupnisky, R. H., & Newall, N. E. (2007). Attributional retraining and elaborative learning: Improving academic development through writing-based interventions. Learning and Individual Differences, 17, 280-290.   [DOI]

Ruthig, J. C., Chipperfield, J. G., Newall, N. E., Perry, R. P., & Hall, N. C. (2007). Detrimental effects of falling on health and well-being in later life: The mediating roles of perceived control and optimism. Journal of Health Psychology, 12(2), 231-248.   [DOI]

Daniels, L. M., Clifton, R. A., Perry, R. P., Mandzuk, D., & Hall, N. C. (2006). Student teachers’ competence and career uncertainty: The effects of career anxiety and perceived control. Social Psychology of Education, 9, 405-423.   [PDF]

Goetz, T., Ehret, C., Jullien, S., & Hall, N. C. (2006). Is the grass always greener on the other side? Social comparisons of subjective well-being. Journal of Positive Psychology, 1, 173-186.   [DOI]

Goetz, T., Frenzel, A. C., Pekrun, R. H., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75, 5-29.   [PDF]

Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. H. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338.   [PDF]

Goetz, T., Pekrun, R. H., Hall, N. C., & Haag, L. (2006). Academic emotions from a socio-cognitive perspective: Antecedents and domain specificity of student affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.   [PDF]

Hall, N. C., Chipperfield, J. G., Perry, R. P., Ruthig, J. C., & Goetz, T. (2006). Primary and secondary control in academic development: Gender-specific implications for stress and health in college students. Anxiety, Stress, and Coping, 19, 189-210.   [PDF]

Hall, N. C., Perry, R. P., Chipperfield, J. G., Clifton, R. A., & Haynes, T. L. (2006). Enhancing primary and secondary control in achievement settings through writing-based attributional retraining. Journal of Social and Clinical Psychology, 25, 361-391.   [PDF]

Hall, N. C., Perry, R. P., Ruthig, J. C., Hladkyj, S., & Chipperfield, J. G. (2006). Primary and secondary control in achievement settings: A longitudinal field study of academic motivation, emotions, and performance. Journal of Applied Social Psychology, 36, 1430-1470.   [DOI]

Haynes, T. L., Ruthig, J. C., Perry, R. P., Stupnisky, R. H., & Hall, N. C. (2006). Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement. Research in Higher Education, 47, 755–779.   [PDF]

Kleine, M., Goetz, T., Pekrun, R. H., & Hall, N. C. (2005). The structure of students’ emotions experienced during a mathematical achievement test. International Reviews on Mathematics Education, 37, 221-225.   [PDF]

Hall, N. C., Hladkyj, S., Perry, R. P., & Ruthig, J. C. (2004). The role of attributional retraining and elaborative learning in college students’ academic development. Journal of Social Psychology, 144, 591-612.   [PDF]

Ruthig, J. C., Perry, R. P., Hall, N. C., & Hladkyj, S. (2004). Optimism and attributional retraining: Longitudinal effects on academic achievement, test anxiety, and voluntary course withdrawal in college students. Journal of Applied Social Psychology, 34, 709-730.   [PDF]