| Year |
Citation |
Score |
| 2018 |
Lindeman MIH, Durik AM, Dooley M. Women and Self-Promotion: A Test of Three Theories. Psychological Reports. 33294118755096. PMID 29375027 DOI: 10.1177/0033294118755096 |
0.327 |
|
| 2018 |
McGee S, Durik A, Zimmerman J, McGee-Tekula R, Duck J. Engaging Middle School Students in Authentic Scientific Practices Can Enhance Their Understanding of Ecosystem Response to Hurricane Disturbance Forests. 9: 658. DOI: 10.3390/F9100658 |
0.415 |
|
| 2018 |
Durik AM, Schwartz J, Schmidt JA, Shumow L. Age differences in effects of self-generated utility among Black and Hispanic adolescents Journal of Applied Developmental Psychology. 54: 60-68. DOI: 10.1016/J.Appdev.2017.11.004 |
0.446 |
|
| 2017 |
Rouet J, Britt MA, Durik AM. RESOLV: Readers' Representation of Reading Contexts and Tasks Educational Psychologist. 52: 200-215. DOI: 10.1080/00461520.2017.1329015 |
0.371 |
|
| 2017 |
Fite RE, Lindeman MI, Rogers AP, Voyles E, Durik AM. Knowing oneself and long-term goal pursuit: Relations among self-concept clarity, conscientiousness, and grit Personality and Individual Differences. 108: 191-194. DOI: 10.1016/J.Paid.2016.12.008 |
0.406 |
|
| 2017 |
Lindeman MIH, Durik AM, Hall GJ. Sometimes less is more: the role of subjective task experience in self-generated value interventions Social Psychology of Education. 21: 371-381. DOI: 10.1007/S11218-017-9417-7 |
0.396 |
|
| 2016 |
Britt MA, Kopp KJ, Durik AM, Blaum D, Hastings P. Identifying general cognitive abilities involved in argument comprehension and evaluation Zeitschrift Fur Padagogische Psychologie. 30: 79-95. DOI: 10.1024/1010-0652/A000173 |
0.396 |
|
| 2015 |
Durik AM, Tonks SM. Beyond success: The potential of imbuing memories with task value Journal of Applied Research in Memory and Cognition. 4: 381-382. DOI: 10.1016/J.Jarmac.2015.08.002 |
0.312 |
|
| 2014 |
Durik AM, Shechter OG, Noh M, Rozek CS, Harackiewicz JM. What if I can't? Success expectancies moderate the effects of utility value information on situational interest and performance Motivation and Emotion. DOI: 10.1007/S11031-014-9419-0 |
0.686 |
|
| 2013 |
Senko C, Durik AM, Patel L, Lovejoy CM, Valentiner D. Performance-approach goal effects on achievement under low versus high challenge conditions Learning and Instruction. 23: 60-68. DOI: 10.1016/J.Learninstruc.2012.05.006 |
0.695 |
|
| 2012 |
Watt HM, Shapka JD, Morris ZA, Durik AM, Keating DP, Eccles JS. Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: a comparison of samples from Australia, Canada, and the United States. Developmental Psychology. 48: 1594-611. PMID 22468566 DOI: 10.1037/A0027838 |
0.338 |
|
| 2011 |
Shechter OG, Durik AM, Miyamoto Y, Harackiewicz JM. The role of utility value in achievement behavior: the importance of culture. Personality & Social Psychology Bulletin. 37: 303-17. PMID 21262958 DOI: 10.1177/0146167210396380 |
0.623 |
|
| 2011 |
Valentiner DP, Mounts NS, Durik AM, Gier-Lonsway SL. Shyness mindset: Applying mindset theory to the domain of inhibited social behavior Personality and Individual Differences. 50: 1174-1179. DOI: 10.1016/J.Paid.2011.01.021 |
0.305 |
|
| 2010 |
Linnenbrink-Garcia L, Durik AM, Conley AMM, Barron KE, Tauer JM, Karabenick SA, Harackiewicz JM. Measuring situational interest in academic domains Educational and Psychological Measurement. 70: 647-671. DOI: 10.1177/0013164409355699 |
0.706 |
|
| 2010 |
Lovejoy CM, Durik AM. Self-handicapping: The interplay between self-set and assigned achievement goals Motivation and Emotion. 34: 242-252. DOI: 10.1007/S11031-010-9179-4 |
0.721 |
|
| 2010 |
Matarazzo KL, Durik AM, Delaney ML. The effect of humorous instructional materials on interest in a math task Motivation and Emotion. 34: 293-305. DOI: 10.1007/S11031-010-9178-5 |
0.437 |
|
| 2009 |
Durik AM, Matarazzo KL. Revved up or turned off? How domain knowledge changes the relationship between perceived task complexity and task interest Learning and Individual Differences. 19: 155-159. DOI: 10.1016/J.Lindif.2008.08.005 |
0.414 |
|
| 2009 |
Durik AM, Lovejoy CM, Johnson SJ. A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and diversity in course selection Contemporary Educational Psychology. 34: 113-119. DOI: 10.1016/J.Cedpsych.2008.11.002 |
0.744 |
|
| 2008 |
Hulleman CS, Durik AM, Schweigert SA, Harackiewicz JM. Task Values, Achievement Goals, and Interest: An Integrative Analysis Journal of Educational Psychology. 100: 398-416. DOI: 10.1037/0022-0663.100.2.398 |
0.786 |
|
| 2008 |
Harackiewicz JM, Durik AM, Barron KE, Linnenbrink-Garcia L, Tauer JM. The Role of Achievement Goals in the Development of Interest: Reciprocal Relations Between Achievement Goals, Interest, and Performance Journal of Educational Psychology. 100: 105-122. DOI: 10.1037/0022-0663.100.1.105 |
0.724 |
|
| 2007 |
Durik AM, Harackiewicz JM. Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest Journal of Educational Psychology. 99: 597-610. DOI: 10.1037/0022-0663.99.3.597 |
0.691 |
|
| 2006 |
Watt HM, Eccles JS, Durik AM. The leaky mathematics pipeline for girls Equal Opportunities International. 25: 642-659. DOI: 10.1108/02610150610719119 |
0.35 |
|
| 2006 |
Durik AM, Vida M, Eccles JS. Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis Journal of Educational Psychology. 98: 382-393. DOI: 10.1037/0022-0663.98.2.382 |
0.481 |
|
| 2004 |
Harackiewicz JM, Durik AM, Barron KE. Multiple goals, optimal motivation, and the development of interest Social Motivation: Conscious and Unconscious Processes. 21-39. DOI: 10.1017/CBO9780511735066.004 |
0.713 |
|
| 2003 |
Durik AM, Harackiewicz JM. Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation Journal of Experimental Social Psychology. 39: 378-385. DOI: 10.1016/S0022-1031(03)00013-1 |
0.705 |
|
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