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Selected from 2015–present

Special Issues of Journals

Wigfield, A., & Koenka, A. C. (Eds.) (2020).  Motivation theory: Where we are and where we are going. Special issue, Contemporary Educational Psychology.

Journal Articles

Ponnock, A., Muenks, K., Morell, M., Yang, J. S., Gladstone, J., & Wigfield, A. (2020). Grit and conscientiousness: Another jangle fallacy. Journal of Research in Personality.

Morell, M., Yang, J. S., Gladstone. J. R., Faust, L. T., Ponnock, A. R., Lim, H. J, & Wigfield, A. (2020).  Grit: The long and short of it.  Journal of Educational Psychology.

Wigfield, A., & Koenka, A. C. (2020). Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work. Contemporary Educational Psychology.

Eccles, J. S., & Wigfield, A. (2020).  From expectancy-value theory to situated expectancy value theory:  A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology.

Gaspard, H., Lauermann, F., Rose, N., Wigfield, A., & Eccles, J. S. (2020). Profiling the cross-domain development of students’ motivations: Joint trajectories of students’ ability self-concepts and values in math and language arts.Child Development.

Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S. (2019). More useful, or not so bad? Examining the effects of utility value and cost reduction interventions in college physics.  Journal of Educational Psychology. Advance online publication. doi:10.1037/edu0000370

Rosenzweig, E. Q., Hulleman, C. S., Barron, K. E., Kosovich, J. J., Priniski, S. J., & Wigfield, A. (2019). The promises and pitfalls of adapting utility value interventions for online mathematics courses. Journal of Experimental Education, 87(2), 332-352.

Rosenzweig, E. Q., Wigfield, A., Gaspard, H., & Guthrie, J. S. (2018). How do perceptions of importance support from a reading intervention affect students’ motivation, engagement, and comprehension? Journal of Research in Reading, 41(4), 625-641.

Steinmayr, R., Weidinger, A., & Wigfield, A. (2018). Are “gritty” students more successful in school? On the relative importance of grit for school achievement.Contemporary Educational Psychology.

Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, 52, 1-14.

Muenks, K., Yang, J. S., & Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4, 158-176.

Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48,24-39.

Muenks, K., Wigfield, A., & Yang, J. S. (2017). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4, 158-176.

Rosenzweig, E. Q., & Wigfield, A. (2017). What if reading is easy but unimportant? How students’ patterns of affirming and undermining motivation for reading information texts predict different reading outcomes. Contemporary Educational Psychology, 48, 1133-1148.

Skaalvik, E., Federeci, R. A., Wigfield, A., & Tangen, T. N. (2017, online). Students’ perceptions of mathematics classroom goal structures: implications for perceived task values and study behavior. Social Psychology of Education: An International Journal.

Muenks, K. M., Wigfield, A., Yang, J. S., & O’Neal, C. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109, 599-620.

Muenks, K. M., Miele, D. L., & Wigfield, A. (2016). How students’ perceptions of the source of effort influence their ability evaluations of other students. Journal of Educational Psychology, 108, 438-454

Rosenzweig, E. Q. & Wigfield, A. (2016).   STEM motivation interventions for adolescents: A promising start, but farther to go. Educational Psychologist, 51, 146-163.

Wigfield, A., Gladstone, J., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives.Online version published May 23. DOI: 10.1111/cdep.12186

Musu-Gillette, L., Wigfield, A., Harring, J., & Eccles, J. S. (2015). Trajectories of change in students’ self-concepts of ability and values in math and college major choice. Educational Research and Evaluation, 21,343-370.

Chapters in Edited Volumes

Wigfield, A., & Eccles, J. S. (2020). 35 Years of research on students’ subjective task values and motivation: A look back and a look Forward. To appear in A. Elliot (Ed.), Advances in motivation science (Vol. 7).  New York: Elsevier.

Wigfield, A., & Ponnock, A. (2020).  Expectancy – value theory and students with special cognitive and emotional needs. In A. Martin, R. A. Sperling, & K. J. Newton (Eds.), Handbook of ���߲��о���al psychology and students with special needs. New York: Routledge.

Wigfield, A., & Gladstone, J. (2019).  How students’ expectancies and values relate to their achievement in times of global change and uncertainty. In E. N. Gonida & M. Lemos (Eds.), Motivation in ���߲��о��� at a time of global change: Theory, research, and implications for practice (Advances in motivation and achievement, Vol. 20). London: Emerald.

Wigfield, A., Turci, L., Cambria, J. & Eccles, J. S. (2019). Motivation in ���߲��о���. In R. Ryan (Ed.), Oxford handbook of motivation(2^ndEd.).  New York: Oxford University Press.

Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2019). Expectancy-value theory and its relevance for student motivation and learning.  In S. Hidi & K. A. Renninger (eds.), Handbook of motivation and learning.  Cambridge, UK: Cambridge University press.

Tonks, S., Wigfield, A, & Eccles, J. S. (2018). Expectancy-Value theory in cross-cultural perspective: What have we learned in the last 15 years? In G. A. De Liem & D. McInerney (Eds.), Recent advances in sociocultural influences on motivation and learning: Big theories revisited(2^ndEd.).  Greenwich, CT: Information Age Press.

Guthrie, J. T., & Wigfield, A., (2017). Literacy engagement and motivation: Rationale, research, teaching and policy. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English Language arts (4^thEdition).

Wigfield, A., Gladstone, J., & Turci, L. (2017). Development of children’s ability beliefs and values and school-based interventions to improve them. In F. Guay, H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self-research (Vol. 6: Self: Driving positive psychology and well-being). Information Age Press.

Wigfield, A., Rosenzweig, E. Q., & Eccles, J. S. (2017).  Achievement values.  In A. Elliot and C. S. Dweck (Eds.), Handbook of competence and motivation(2^nded.) pp. 116-134).  New York: Guilford.

Wigfield, A., Muenks, K. R., & Rosenzweig, E. Q. (2016). Achievement motivation. In H. Miller (Ed), Encyclopedia of theory in psychology(Vol. 1, pp. 1-4). Thousand Oaks, CA: Sage.

Wigfield, A., & Rosenzweig, E. Q. (2016). Motivation and cognition.  In H. Miller (Ed.), Encyclopedia of theory in psychology(Vol. 2, pp. 569-573). Thousand Oaks, CA: Sage.

Wigfield, A., Tonks, S., & Klauda, S. L. (2016). Expectancy-value theory. In K. R. Wentzel & D. Miele (Eds.), Handbook of motivation in school(2^nded., pp. 55-74). New York: Routledge.

Wigfield, A, Eccles, J. S., Fredricks, J., Simpkins, Roeser, R., & Schiefele, U. (2015).  Development of achievement motivation and engagement.  In R. Lerner (Series ed.) and M. Lamb (Vol. Ed.), Handbook of child psychology and developmental science(7^thed., vol. 3, pp. 657-700).  New York: Wiley.