C
Chris S. Hulleman
Researcher at University of Virginia
Publications - 59
Citations - 8029
Chris S. Hulleman is an academic researcher from University of Virginia. The author has contributed to research in topics: Psychological intervention & Academic achievement. The author has an hindex of 27, co-authored 54 publications receiving 6525 citations. Previous affiliations of Chris S. Hulleman include James Madison University & Vanderbilt University.
Papers
More filters
Journal ArticleDOI
A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels?
TL;DR: A meta-analysis of 243 correlational studies of self-reported achievement goals concluded that achievement goal researchers are using the same label for conceptually different constructs, which is preventing productive theory testing, research synthesis, and practical application.
Journal ArticleDOI
Promoting Interest and Performance in High School Science Classes
TL;DR: In a randomized field experiment with high school students, a relevance intervention, which encouraged students to make connections between their lives and what they were learning in their science courses, increased interest in science and course grades for students with low success expectations.
Journal ArticleDOI
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions
TL;DR: The multiple goal perspective has met several criticisms from theorists taking the traditional perspective that emphasizes mastery goals over performance goals as discussed by the authors, with the aim of advancing theory development and bridging these perspectives.
Journal ArticleDOI
A national experiment reveals where a growth mindset improves achievement.
David S. Yeager,Paul Hanselman,Gregory M. Walton,Jared S. Murray,Robert Crosnoe,Chandra Muller,Elizabeth Tipton,Barbara Schneider,Chris S. Hulleman,Cintia Hinojosa,David Paunesku,Carissa Romero,Kate Flint,Alice M. Roberts,Jill Trott,Ronaldo Iachan,Jenny Buontempo,Sophia Man Yang,Carlos M. Carvalho,P. Richard Hahn,Maithreyi Gopalan,Pratik Mhatre,Ronald F. Ferguson,Angela L. Duckworth,Carol S. Dweck +24 more
TL;DR: A US national experiment showed that a short, online, self-administered growth mindset intervention can increase adolescents’ grades and advanced course-taking, and identified the types of school that were poised to benefit the most.
Journal ArticleDOI
Enhancing interest and performance with a utility value intervention.
TL;DR: In this article, the authors tested whether a utility value intervention (via manipulated relevance) influenced interest and performance on a task and whether this intervention had different effects depending on an individual's performance expectations or prior performance.