Motivation & Technology

  • Goetz, T., Bieg, M., & Hall, N. C. (in press). Assessing academic emotions via the experience sampling method. In P. Schutz & M. Zembylas (Eds.), Methodological advances in research on emotion in education. New York: Springer.
  • 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.
  • 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.
  • Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N. C. (2016). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features. International Journal of Artificial Intelligence in Education.   [DOI]
  • 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]
  • 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.
  • 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.
  • 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]
  • 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.
  • 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.  [PDF]
  • 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.
  • 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.  [PDF]
  • 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]
  • 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., 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.  [PDF]
  • 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.
  • 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.
  • 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]
  • 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]
  • 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., 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]