Erika A. Patall, Ph.D.
Affiliations: | 2009 | Psychology and Neuroscience | Duke University, Durham, NC |
Area:
Social PsychologyGoogle:
"Erika Patall"Mean distance: 53433
Parents
Sign in to add mentor| Harris Cooper | grad student | 2009 | Duke | |
| (The motivational benefits and limits of choice.) | ||||
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Publications
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| Jung H, Seo E, Han E, et al. (2020) Prosocial modeling: A meta-analytic review and synthesis. Psychological Bulletin |
| Seo E, Patall EA. (2020) Feeling proud today may lead people to coast tomorrow: Daily intraindividual associations between emotion and effort in academic goal striving. Emotion (Washington, D.C.) |
| Patall EA, Zambrano J. (2019) Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy Policy Insights From the Behavioral and Brain Sciences. 6: 115-122 |
| Snyder KE, Fong CJ, Painter JK, et al. (2019) Interventions for academically underachieving students: A systematic review and meta-analysis Educational Research Review. 28: 100294 |
| Patall EA, Pituch KA, Steingut RR, et al. (2019) Agency and high school science students' motivation, engagement, and classroom support experiences Journal of Applied Developmental Psychology. 62: 77-92 |
| Patall EA, Steingut RR, Vasquez AC, et al. (2018) Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Journal of Educational Psychology. 110: 269-288 |
| Patall EA, Hooper S, Vasquez AC, et al. (2018) Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective Learning and Instruction. 58: 220-231 |
| Fong CJ, Patall EA, Vasquez AC, et al. (2018) A Meta-Analysis of Negative Feedback on Intrinsic Motivation Educational Psychology Review. 31: 121-162 |
| Patall EA, Steingut RR, Freeman JL, et al. (2018) Gender disparities in students’ motivational experiences in high school science classrooms Science Education. 102: 951-977 |
| Patall EA, Vasquez AC, Steingut RR, et al. (2017) Supporting and Thwarting Autonomy in the High School Science Classroom Cognition and Instruction. 35: 337-362 |