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Journal Articles

DiMillo, J., Hall, N. C., Khanna, M., Maheu, C., & Körner, A. (2019). Skin self-examination: Partner comfort and support during examinations as predictors of self-efficacy in patients at risk for melanoma recurrence. Clinical Journal of Oncology Nursing, 23(4), 397-404. doi:10.1188/19.CJON.397-404

Hall, N. C. (2019). An overview of research on emotions in Asian learners and educators: Implications and future directions. The Asia-Pacific Education Researcher, 28(4), 363-370. doi:10.1007/s40299-019-00468-y

Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2019). The emotions of pretenure faculty: Implications for teaching and research. The Review of Higher Education, 42(4), 1489-1526. doi:10.1353/rhe.2019.0073

Sverdlik, A., & Hall, N. C. (2019). Not just a phase: Exploring the role of doctoral program stage on motivation and well-being. Journal of Adult and Continuing Education. doi:10.1177/1477971419842887

Sverdlik, A., & Hall, N. C. (2019). Not just a phase: Exploring the role of doctoral program stage on motivation and well-being. Journal of Adult and Continuing Education. doi:10.1177/1477971419842887

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. doi:10.1007/s10648-019-09475-3

Chang, C. -F., Gröschner, A., Hall, N. C., Alles, M., & Seidel, T. (2018). Teachers’ nonverbal behavior during video-based teacher professional development. AERA Open, 4(4), 1-15. doi: 10.1177/2332858418819851

Maymon, R., Hall, N. C., & Goetz, T. (2018). When academic technology fails: Effects of students’ attributions for computing difficulties on emotions and achievement. Social Sciences, 7(11), 223. doi:10.3390/socsci7110223

Maymon, R., Hall, N. C., Goetz, T., Chiarella, A., & Rahimi, S. (2018). Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems. PLoS ONE, 13(3), e0193443. doi:10.1371/journal.pone.0193443

Sabagh, Z., Hall, N. C., & Saroyan, A. (2018). Antecedents, correlates, and consequences of faculty burnout. Educational Research, 1-26. doi:10.1080/00131881.2018.1461573

Sverdlik, A., Hall, N. C., Hubbard, K. A., & McAlpine, L. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388. doi:10.28945/4113

Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology, 9:2305. doi:10.3389/fpsyg.2018.02305

Czajkowska, Z.,ÌýHall, N. C., Sewitch, M., Wang, B., & Körner, A. (2017). The role of patient education and physician support in self-efficacy for skin self-examination among patients with melanoma.ÌýPatient Education and Counseling, 100(8), 1505-1510.doi:10.1016/j.pec.2017.02.020

Czajkowska, Z., Wang, H.,ÌýHall, N. C., Sewitch, M., & Körner, A. (2017). Validation of the English and French versions of the brief Health Care Climate Questionnaire (HCCQ).ÌýHealth Psychology Open, 4(2), 1-9. doi:10.1177/2055102917730675.

DiMillo, J., Brosseau, D. C., Gomez-Garibello, C.,ÌýHall, N. C., Ezer, H., Wang, B., & Körner, A. (2017). Self-efficacy and comfort with partner- assisted skin examination in patients receiving follow-up care for melanoma.ÌýHealth Education Research, 32(2), 174–183. doi:10.1093/her/cyx037

DiMillo, J.,ÌýHall, N. C., Ezer, H., Schwarzer, R., & Korner, A. (2017). The Berlin Social Support Scales: Validation of the Received Support Scale in a Canadian sample of patients affected by melanoma.ÌýJournal of Health Psychology, 1-11. doi:10.1177/1359105317700968

Harley, J. M., Lajoie, S. P., Frasson, C., &ÌýHall, N. C.Ìý(2017). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features.ÌýInternational Journal of Artificial Intelligence in Education, 27(2), 268-297.Ìýdoi:10.1007/s40593-016-0126-8

Rahimi, S.,ÌýHall, N. C., Wang, H., & Maymon, R. (2017). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence in teachers.ÌýInterdisciplinary Education and Psychology, 1(1), 10. doi: Interdisc Edu Psychol/10

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

Salimzadeh, R., Saroyan, A., &ÌýHall, N. C. (2017). Examining the factors impacting academics’ psychological well-being: A review of research.ÌýInternational Education Research, 5(1), 13-44.Ìýdoi:10.12735/ier.v5n1p13

Schall, M., Goetz, T., Martiny, S. E., &ÌýHall, N. C.Ìý(2017). It ain't over 'til it's over: The effect of task completion on the savoring of success.Motivation and Emotion, 41, 38-50. doi:10.1007/s11031-016-9591-5

Sticca F., Goetz, T., Bieg, M.,ÌýHall, N. C., Eberle, F., & Haag, L. (2017). Examining the accuracy of students’ self-reported academic achievement: Evidence from a longitudinal study. PLoS ONE, 12(11), e0187367.Ìýdoi:10.1371/journal.pone.0187367

Stupnisky, R. H.,ÌýHall, N. C., Daniels, L. M., & Mensah, E. (2017). Testing a model of pretenure faculty members’ teaching and research success: Motivation as a mediator of balance, expectations, and collegiality.ÌýThe Journal of Higher Education, 88(3),Ìý376-400. doi:10.1080/00221546.2016.1272317

Wang, H.,ÌýHall, 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. doi:10.1111/bjep.12137

Hall, N. C., Sampasivam, L., Muis, K., & Ranellucci, J. (2016). Achievement goals and emotions: The mediational roles of perceived progress, control, and value. British Journal of Educational Psychology, 86(2), 313-330.

Hall, N. C., & Sverdlik, A. (2016). Encouraging realistic expectations in STEM students: Paradoxical effects of a motivational intervention. Frontiers in Psychology, 7, 1109.

Rahimi, S., Hall, N. C., & Pychyl, T. A. (2016). Attributions of responsibility and blame for procrastination behavior. Frontiers in Psychology, 7, 1179.

Schall, M., Martiny, S. E., Goetz, T., & Hall, N. C. (2016). Smiling on the inside: The social benefits of suppressing positive emotions in outperformance situations. Personality and Social Psychology Bulletin, 42(5), 559-571.

Bieg, M., Goetz, T., Wolter, I., & Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls’ and boys’ trait-state discrepancy in math anxiety. Frontiers in Psychology, 6, 1404.

Goetz, T., Becker, E. S., Bieg, M., Keller, M. M., Frenzel, A. C., & Hall, N. C. (2015). The glass half empty: How emotional exhaustion affects the trait-state discrepancy in self-reports of teaching emotions. PLOS ONE 10(9), e0137441.

Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98-120.

Simon, R. A., Aulls, M. W., Dedic, H., Hubbard, K. A., & Hall, N. C. (2015). Exploring student persistence in STEM programs: A motivational model. Canadian Journal of Education, 38(1), 1-27.

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.

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.

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.

Pekrun, R. H., Hall, N. C., Perry, R. P., & Goetz, T. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696-710.

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.

Goetz, T., Nett, U. E., Martiny, S., Hall, N. C., Pekrun, R. H., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234.

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

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.

Stupnisky, R. H., Perry, R. P., Hall, N. C., & Guay, F. (2012). Examining perceived control level and instability as predictors of first-year college students’ academic achievement. Contemporary Educational Psychology, 37, 81-90.

Goetz, T., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2011). Between-domain relations of academic emotions: Does having the same instructor make a difference? Journal of Experimental Education, 79, 84-101.

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.

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.

Goetz, T., Cronjaeger, H., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35, 44-58.

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.

Hall, N. C., Chipperfield, J. G., Heckhausen, J., & Perry, R. P. (2010). Control striving in older adults with serious health problems: A 9-year longitudinal study of survival, health, and well-being. Psychology and Aging, 25(2), 432-445.

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.

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.

Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. H. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.

Hall, N. C. (2008). Self-regulation of primary and secondary control in achievement settings: A process model. Journal of Social and Clinical Psychology, 27(10), 1126-1164.

Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R. H., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161-180.

Goetz, T., Frenzel, A. C., Pekrun, R. H., Hall, N. C., & Ludtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715-733.

Goetz, T., Preckel, F., Pekrun, R. H., & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3-16.

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.

Ruthig, J. C., Chipperfield, J. G., Newall, N. E., Perry, R. P., & Hall, N. C. (2007). Detrimental effects of falling on health and well-being in later life: The mediating roles of perceived control and optimism. Journal of Health Psychology, 12(2), 231-248.

Daniels, L. M., Clifton, R. A., Perry, R. P., Mandzuk, D., & Hall, N. C. (2006). Student teachers’ competence and career uncertainty: The effects of career anxiety and perceived control. Social Psychology of Education, 9, 405-423.

Goetz, T., Ehret, C., Jullien, S., & Hall, N. C. (2006). Is the grass always greener on the other side? Social comparisons of subjective well-being. Journal of Positive Psychology, 1, 173-186.

Goetz, T., Frenzel, A. C., Pekrun, R. H., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75, 5-29.

Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. H. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338.

Goetz, T., Pekrun, R. H., Hall, N. C., & Haag, L. (2006). Academic emotions from a socio-cognitive perspective: Antecedents and domain specificity of student affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.

Hall, N. C., Chipperfield, J. G., Perry, R. P., Ruthig, J. C., & Goetz, T. (2006). Primary and secondary control in academic development: Gender-specific implications for stress and health in college students. Anxiety, Stress, and Coping, 19, 189-210.

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.

Hall, N. C., Perry, R. P., Ruthig, J. C., Hladkyj, S., & Chipperfield, J. G. (2006). Primary and secondary control in achievement settings: A longitudinal field study of academic motivation, emotions, and performance. Journal of Applied Social Psychology, 36, 1430-1470.

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.

Kleine, M., Goetz, T., Pekrun, R. H., & Hall, N. C. (2005). The structure of students’ emotions experienced during a mathematical achievement test. International Reviews on Mathematics Education, 37, 221-225.

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.

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.

Book Contributions & Proceedings

Goetz, T., & Hall, N. C. (in press). Emotion and achievement in the classroom. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (2nd ed.). New York, NY: Routledge.

Goetz, T., Hall, N. C., & Krannich, M. (in press). Boredom. In K. A. Renninger & S. E. Hidi (Eds.), Cambridge handbook on motivation and learning. Cambridge, UK: Cambridge University Press.

Hall, N. C. (in press). Motivation and well-being in faculty and graduate students: Empirical relations with university rankings. In M. Stack, C. P. Chou, M. Ischikawa, & A. Mazawi (Eds.), Global university rankings: A high stakes game or useful tool? Toronto, ON: University of Toronto Press.

Goetz, T., Bieg, M., & Hall, N. C. (2016). Assessing academic emotions via the experience sampling method. In M. Zembylas & P. Schutz (Eds.), Methodological advances in research on emotion in education (pp. 245-258). New York: Springer.

Ranellucci, J., Poitras, E. G., Bouchet, F., Lajoie, S. P., &ÌýHall, N. C.Ìý(2016). Understanding emotional expressions in social media through educational data mining. In S. Tettegah & R. E. Ferdig (Eds.),ÌýEmotions and technologyÌý(pp. 85-103). Elsevier.

Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N.C. (2015).ÌýAn integrated emotion-aware framework for intelligent tutoring systems.ÌýIn C. Conati & N. Heffernan (Eds.), Lectures Notes in Artificial Intelligence: Vol. 9112. Artificial Intelligence in Education (pp. 620-624). Switzerland: Springer.

Goetz, T., & Hall, N. C. (2014). Academic boredom. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions and education (pp. 311-330). New York, NY: Routledge.

Dresel, M., & Hall, N. C. (2013). Motivation. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 57-122). Bingley, UK: Emerald.

Goetz., T., Nett, U. E., & Hall, N. C. (2013). Self-regulated learning. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 123-166). Bingley, UK: Emerald.

Hall, N. C., & Goetz., T. (Eds.). (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Bingley, UK: Emerald.

Goetz, T., & Hall, N. C. (2013). Emotion and achievement in the classroom. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 192-195). New York, NY: Routledge.

Perry, R. P., & Hall, N. C. (2009). Attributional retraining. In E. M. Anderman & L. H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 73-76). Farmington Hills, MI: Macmillan Reference.

Perry, R. P., Hall, N. C., & Ruthig, J. C. (2007). Perceived (academic) control and scholastic attainment in college students. In R. Perry & J. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 477-551). New York: Springer.

Goetz, T., Frenzel, C. A., Pekrun, R. H., & Hall, N. C. (2006). Emotionale Intelligenz im Lern- und Leistungskontext. In R. Schulze, P. A. Freund & R. D. Roberts (Eds.), Emotionale intelligenz: Ein internationales handbuch (pp. 237-256). Göttingen: Hogrefe.

Goetz, T., Frenzel, C. A., Pekrun, R. H., & Hall, N. C. (2005). Emotional intelligence in the context of learning and achievement. In R. Schulze & R. D. Roberts (Eds.), Emotional intelligence: An international handbook (pp. 233-253). Cambridge, MA: Hogrefe & Huber Publishers.

Perry, R. P., Hall, N. C., & Ruthig, J. C. (2005). Perceived (academic) control and scholastic attainment in higher education. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 20, 363-436). The Netherlands: Springer.

Goetz, T., Zirngibl (Frenzel), A., Pekrun, R. H., & Hall, N. C. (2003). Emotions, learning and achievement from an educational-psychological perspective. In P. Mayring & C. von Rhoeneck (Eds), Learning emotions: The influence of affective factors on classroom learning (pp. 9-28). Frankfurt am Main: Peter Lang.