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Muenks, K., Wigfield, A., Yang, J. S., & O'Neal, C. R. (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(5), 599-620.
Rosenzweig, E. Q., & Wigfield, A. (2017). What if reading is easy, but unimportant? How students’ patterns of affirming and undermining motivation for reading information text predict different reading outcomes. Contemporary Educational Psychology, 48, 133-148.
Wigfield, A., Rosenzweig, E. Q., & Eccles, J. (2017). Achievement values: Interactions, interventions, and future directions. In A. Elliot, C. Dweck, & D. Yeager (Eds.) Handbook of Competence and Motivation: Theory and Application (2nd ed., pp. 116-134). New York: Guilford Press.
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Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of children’s math and verbal abilities. Journal of Applied Developmental Psychology, 41, 78-89.
Wentzel, K. R., & Muenks, K. (2015). Peer influence on students’ motivation, academic achievement, and social behavior. Chapter to appear in K. Wentzel & G. Ramani (Eds.), Social influences on social-emotional, motivation, and cognitive outcomes in school contexts. New York, NY: Taylor Francis.
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.
Miele, D. L., & Wigfield, A. (2014). Quantitative and qualitative relations between motivation and critical-analytic thinking. Educational Psychology Review, 26(4), 519-541.
Kruglanski, A., Chernikova, M., Rosenzweig, E. Q., & Kopetz, C. (2014). On motivational readiness. Psychological Review, 121(3), 367-388.
Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence: A review of research. Reading Research Quarterly, 47, 427-463.
Klauda, S. L., & Wigfield, A. (2012). Relations of perceived parent and friend support for recreational reading with children’s reading motivations. Journal of Literacy Research, 44, 3-44.
Finn, B., Roediger, H. L., & Rosenzweig, E. Q. (2012). Reconsolidation from negative emotional pictures: Is successful retrieval required? Memory and Cognition, 40(12), 1031-1045.