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Psychology

D-Index
37
Citations
11319
World Ranking
9019
National Ranking
4781

Research.com Recognitions

  • 2007 - Review of Research Award, American Educational Research Association

Overview

Erika A. Patall is affiliated with the University of Southern California in the United States. Their research spans multiple areas within psychology and social sciences, with a significant focus on motivation, education, and developmental psychology.

The scientist's main fields of study include:

  • Psychology
  • Social Sciences

Within these broader fields, their work often addresses the following subfields:

  • Social Psychology
  • Education
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Safety Research

The central topics of Erika A. Patall's research work include:

  • Motivation and Self-Concept in Sports
  • Education, Achievement, and Giftedness
  • Youth Development and Social Support
  • Early Childhood Education and Development
  • Grit, Self-Efficacy, and Motivation
  • Educational Strategies and Epistemologies
  • Behavioral Health and Interventions

Erika A. Patall has contributed to various academic journals, with frequent publications in:

  • The Journal of Experimental Education
  • Journal of Educational Psychology
  • Educational Psychologist
  • Motivation Science
  • Psychological Bulletin

Recent papers authored or co-authored by Patall include:

  • "A classification system for teachers' motivational behaviors recommended in self-determination theory interventions." (2023), Journal of Educational Psychology
  • "Promoting an agentic orientation: An intervention in university psychology and physical science courses." (2021), Journal of Educational Psychology
  • "Implications of the open science era for educational psychology research syntheses" (2021), Educational Psychologist
  • "A meta-analysis of teachers' provision of structure in the classroom and students' academic competence beliefs, engagement, and achievement" (2023), Educational Psychologist

Frequent co-authors collaborating with Erika A. Patall are:

  • Jeanette Zambrano
  • Nicole Yates
  • Alana A. U. Kennedy
  • Amanda Vite
  • Diane J. Lee

In 2007, Erika A. Patall received the Review of Research Award from the American Educational Research Association.

Best Publications

  • Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003:

    Harris Cooper;Jorgianne Civey Robinson;Erika A Patall

  • The Effects of Choice on Intrinsic Motivation and Related Outcomes : A Meta-Analysis of Research Findings

    Erika Alisha Patall;Harris Cooper;Jorgianne Civey Robinson

  • Parent Involvement in Homework: A Research Synthesis

    Erika Alisha Patall;Harris Cooper;Jorgianne Civey Robinson

  • The effectiveness and relative importance of choice in the classroom.

    Erika A. Patall;Harris Cooper;Susan R. Wynn

  • Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research

    Ariana C. Vasquez;Erika A. Patall;Carlton J. Fong;Andrew S. Corrigan

  • Extending the School Day or School Year: A Systematic Review of Research (1985–2009)

    Erika Alisha Patall;Harris Cooper;Ashley Batts Allen

  • When are Achievement Goal Orientations Beneficial for Academic Achievement? A Closer Look at Main Effects and Moderating Factors

    Lisa Linnenbrink-Garcia;Diana F. Tyson;Erika Alisha Patall

  • The Relative Benefits of Meta-Analysis Conducted With Individual Participant Data Versus Aggregated Data

    Harris Cooper;Erika A. Patall

  • Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design

    Lisa Linnenbrink-Garcia;Erika A. Patall;Reinhard Pekrun

  • Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization

    Maarten Vansteenkiste;Nathalie Aelterman;Gert-Jan De Muynck;Leen Haerens

  • Beginning Teachers' Perceptions of Mentoring, Climate, and Leadership: Promoting Retention through a Learning Communities Perspective.

    Susan R. Wynn;Lisa Wilson Carboni;Erika A. Patall

  • Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.

    Erika A. Patall;Rebecca R. Steingut;Ariana C. Vasquez;Scott S. Trimble

  • A Meta-Analysis of Negative Feedback on Intrinsic Motivation

    Carlton J. Fong;Erika A. Patall;Ariana C. Vasquez;Sandra Stautberg

  • Constructing motivation through choice, interest, and interestingness

    Erika A. Patall

  • Antecedents and consequences of situational interest.

    Lisa Linnenbrink-Garcia;Erika Alisha Patall;Emily E. Messersmith

  • Effects of Full-Day Kindergarten on Academic Achievement and Social Development

    Harris Cooper;Ashley Batts Allen;Erika A. Patall;Amy L. Dent

  • The Effect of Drama-Based Pedagogy on PreK–16 Outcomes A Meta-Analysis of Research From 1985 to 2012

    Bridget Kiger Lee;Erika Alisha Patall;Stephanie Washbourn Cawthon;Rebecca R. Steingut

  • Personality consistency in dogs: a meta-analysis

    Jamie L. Fratkin;David L. Sinn;David L. Sinn;Erika Alisha Patall;Samuel D Gosling

  • Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy:

    Erika A. Patall;Jeanette Zambrano

  • Student autonomy and course value: The unique and cumulative roles of various teacher practices

    Erika Alisha Patall;Amy L. Dent;Melissa Oyer;Susan R. Wynn

Frequent Co-Authors

Harris Cooper
Harris Cooper Duke University
Lisa Linnenbrink-Garcia
Lisa Linnenbrink-Garcia Michigan State University
Gregory Schraw
Gregory Schraw University of Nevada, Las Vegas
Martin S. Hagger
Martin S. Hagger University of California, Merced
David C. Zuroff
David C. Zuroff McGill University
Johnmarshall Reeve
Johnmarshall Reeve Australian Catholic University
Joel R. Levin
Joel R. Levin University of Arizona
Nathalie Aelterman
Nathalie Aelterman Ghent University
Kyra Hamilton
Kyra Hamilton Griffith University
Earl Hunt
Earl Hunt University of Washington

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