Motivation in Teachers

  • Chang, C. -F., & Hall, N. C. (in press). Differentiating teachers’ social goals: Implications for teacher-student relationships and perceived classroom engagement. AERA Open.
  • Wang, H., Lee, S. Y., & Hall, N. C. (2022). Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions. Contemporary Educational Psychology, 68, 102030. doi:/10.1016/j.cedpsych.2021.102030
  • Chang, C. -F., Hall, N. C., & Horrocks, P. T. M. (2022, April). Differentiating teachers’ social goals as for teacher-student relationships and classroom engagement. American Educational Research Association, San Diego, CA.
  • Wang, H., & Hall, N. C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86, 64-77. doi:10.1016/j.jsp.2021.03.005
  • Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, 41(10), 1319-1336. doi:10.1080/01443410.2021.1988060
  • Chang, C. -F., Hall, N. C., Wang, H., & Rahimi, S. (2021, April). An exploration of teachers’ social goal orientations with the job demands-resources model. American Educational Research Association, Orlando, FL.
  • Wang, H., Hall, N. C., Gogal, K., & Goetz, T. (2020). Exploring the structure of teachers’ emotional labor: A multitrait-multimethod analysis. Educational Measurement: Issues and Practice. [DOI]
  • Chang, C. -F., Hall, N. C., Lee, S. Y., & Horrocks, P. T. M. (2020, June). A cluster analysis of teachers’ achievement goals: The relationships between teachers’ goals and psychological adjustment. SELF International Conference, Quebec City, QC.
  • Chang, C. -F., Hall, N. C., Maymon, R., & Wang, H. (2020, June). How do different social goal orientations of teachers foster positive teacher-student relationships? SELF International Conference, Quebec City, QC.
  • Wang, H., Hall, N. C., & Lee, S.-Y. (2020, June). Teacher emotions, coping strategies, and intentions to quit: A cross-lagged and latent change investigation. SELF International Conference, Quebec City, QC.
  • Chang, C. -F., Hall, N. C., & Maymon, R. (2019, August). Predictive validity of teachers’ achievement goal profiles on their well-being.  American Psychological Association, Chicago, IL.
  • Chang, C. -F., Hall, N. C., & Maymon, R. (2019, August). Achievement goals profiles in practicing teachers: A longitudinal, cluster analytic perspective. American Psychological Association, Chicago, IL.
  • Chang, C. -F., Lee, S. Y., Hall, N. C., & Rahimi, S. (2019, June). Feeling good and less angry? The influence of teachers’ motivational and behavioral beliefs. Canadian Psychological Association, Halifax, NS.
  • Wang, H., & Hall, N. C. (2019). When “I care” is not enough: An interactional analysis of teacher values, value congruence, and well-being. Teaching and Teacher Education, 86, 102906. [DOI]
  • Wang, H., Hall, N. C., & Taxer, J. (2019). Antecedents and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31(3), 663-698[DOI]
  • Chang, C. -F., Lee, S. Y., Hall, N. C., & Wang, H. (2019, April). Exploring the effects of teachers’ social goal orientations and self-efficacy on student engagement. American Educational Research Association, Toronto, ON.
  • Chang, C. -F., Gröschner, A., Hall, N. C., Alles, M., & Seidel, T. (2018). Teachers’ nonverbal behavior during video-based teacher professional development. AERA Open.  [DOI]
  • Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology, 9:2305.  [DOI]
  • Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. (2017). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence in teachers. Interdisciplinary Education and Psychology, 1(1): 10.  [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.   [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]
  • 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]
  • 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.   [PDF]
  • 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.   [PDF]
  • 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.   [PDF]
  • 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.   [PDF]
  • 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.   [PDF]
  • 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.   [PDF]
  • 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.   [PDF]