• Ranellucci, J., Hall, N. C., Muis, K. R., Lajoie, S. P., & Robinson, K. A. (2017). Mastery, maladaptive learning behaviors, and academic achievement: An intervention approach. Canadian Journal of Education, 40(4), 704-738.  [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]

• 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]

• 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.

• 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.

• 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.

• Hall, N. C. (2014, June 16). Improving burnout and attrition in teachers: A motivational perspective. Invited address, Institute of Educational Psychology, University of Munich.   [PDF]

• 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.

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

• 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.

• 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.

• 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.

• 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.

• 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.   [PDF]

• 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.   [PDF]

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

• 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.   [PDF]

• 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]

• 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]

• 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]

• 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]

• 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]

• Ruthig, J. C., Hall, N. C., Stupnisky, R. H., & Perry, R. P. (2006). Motivation and Academic Achievement (MAACH) Laboratory: Attributional Retraining. Technical report, Department of Psychology, University of Manitoba, Winnipeg, Manitoba.   [PDF]