D-Index & Metrics Best Publications

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 65 Citations 37,057 108 World Ranking 1667 National Ranking 1014

Research.com Recognitions

Awards & Achievements

2016 - Fellow of the American Educational Research Association

Overview

What is she best known for?

The fields of study she is best known for:

  • Social psychology
  • Social science
  • Mathematics education

Judith M. Harackiewicz spends much of her time researching Academic achievement, Social psychology, Goal theory, Need for achievement and Goal orientation. Her biological study spans a wide range of topics, including College classroom, Educational research and Situational interest. Her research in Social psychology is mostly focused on Competence.

Judith M. Harackiewicz usually deals with Goal theory and limits it to topics linked to Intrinsic motivation and Mediational analysis and Conceptualization. As part of one scientific family, Judith M. Harackiewicz deals mainly with the area of Need for achievement, narrowing it down to issues related to the Personality, and often Social environment, Developmental psychology, Achievement Orientation and Control. Her Goal orientation research includes elements of Cognitive psychology and Mastery learning.

Her most cited work include:

  • Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. (1799 citations)
  • Motivating the Academically Unmotivated: A Critical Issue for the 21st Century: (1137 citations)
  • Revision of achievement goal theory: Necessary and illuminating. (1014 citations)

What are the main themes of her work throughout her whole career to date?

Social psychology, Academic achievement, Intrinsic motivation, Goal theory and Need for achievement are her primary areas of study. In general Social psychology, her work in Competence, Achievement Orientation and Personality is often linked to Self-determination theory linking many areas of study. Her Academic achievement study combines topics from a wide range of disciplines, such as College classroom and Educational research.

Her research on Goal theory frequently links to adjacent areas such as Goal orientation. Her work investigates the relationship between Goal orientation and topics such as Cognitive psychology that intersect with problems in Field. Her research in Pedagogy intersects with topics in Control and Value.

She most often published in these fields:

  • Social psychology (48.00%)
  • Academic achievement (20.00%)
  • Intrinsic motivation (17.60%)

What were the highlights of her more recent work (between 2015-2021)?

  • Social psychology (48.00%)
  • Value (13.60%)
  • Medical education (8.80%)

In recent papers she was focusing on the following fields of study:

Judith M. Harackiewicz mainly investigates Social psychology, Value, Medical education, Developmental psychology and Value. The concepts of her Social psychology study are interwoven with issues in Disadvantage and Face. Judith M. Harackiewicz has researched Value in several fields, including Pedagogy, Affect, Mathematics education, Control and Affordance.

Her studies deal with areas such as Expectancy-value theory and Chemistry as well as Developmental psychology. In her research on the topic of School based intervention, Career choice is strongly related with Competence. In her works, she undertakes multidisciplinary study on Academic achievement and Social value orientations.

Between 2015 and 2021, her most popular works were:

  • Closing achievement gaps with a utility-value intervention: Disentangling race and social class. (194 citations)
  • Interest Matters: The Importance of Promoting Interest in Education (108 citations)
  • Utility-value intervention with parents increases students’ STEM preparation and career pursuit (97 citations)

In her most recent research, the most cited papers focused on:

  • Social psychology
  • Social science
  • Developmental psychology

Judith M. Harackiewicz focuses on Social psychology, Academic achievement, Value, Medical education and Social class. Her work on Self-concept as part of general Social psychology study is frequently connected to Deci-, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them. The Value study combines topics in areas such as Mathematics education, Pedagogy, Learning theory and Situated.

Her work in the fields of Mathematics education, such as Reflective writing, overlaps with other areas such as Ninth, Algebra over a field, Professional communication and Field. Her Medical education study incorporates themes from School based intervention, Targeted interventions, Framing and Educational measurement. Her School based intervention study integrates concerns from other disciplines, such as Undergraduate education, Standardized test, Parent intervention and Competence.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.

Andrew J. Elliot;Judith M. Harackiewicz.
Journal of Personality and Social Psychology (1996)

3617 Citations

Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis.

Andrew J. Elliot;Judith M. Harackiewicz.
Journal of Personality and Social Psychology (1994)

2832 Citations

Motivating the Academically Unmotivated: A Critical Issue for the 21st Century:

Suzanne Hidi;Judith M Harackiewicz.
Review of Educational Research (2000)

2542 Citations

Revision of achievement goal theory: Necessary and illuminating.

Judith M. Harackiewicz;Kenneth E. Barron;Paul R. Pintrich;Andrew J. Elliot.
Journal of Educational Psychology (2002)

1584 Citations

Achievement goals and optimal motivation: testing multiple goal models.

Kenneth E. Barron;Judith M. Harackiewicz.
Journal of Personality and Social Psychology (2001)

1377 Citations

Short-term and long-term consequences of achievement goals: Predicting interest and performance over time.

Judith M. Harackiewicz;Kenneth E. Barron;John M. Tauer;Suzanne M. Carter.
Journal of Educational Psychology (2000)

1339 Citations

Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation

Judith M. Harackiewicz;Kenneth E. Barron;John M. Tauer;Andrew J. Elliot.
Journal of Educational Psychology (2002)

1334 Citations

Predictors and Consequences of Achievement Goals in the College Classroom: Maintaining Interest and Making the Grade

Judith M. Harackiewicz;Kenneth E. Barron;Suzanne M. Carter;Alan T. Lehto.
Journal of Personality and Social Psychology (1997)

1209 Citations

A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels?

Chris S. Hulleman;Sheree M. Schrager;Shawn M. Bodmann;Judith M. Harackiewicz.
Psychological Bulletin (2010)

1148 Citations

Rethinking achievement goals: When are they adaptive for college students and why?

Judith M. Harackiewicz;Kenneth E. Barron;Andrew J. Elliot.
Educational Psychologist (1998)

1122 Citations

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