| Testing moderator and mediator effects in counseling psychology research. PA Frazier, AP Tix, KE Barron Journal of counseling psychology 51 (1), 115, 2004 | 6621 | 2004 |
| Revision of achievement goal theory: Necessary and illuminating. JM Harackiewicz, KE Barron, PR Pintrich, AJ Elliot, TM Thrash American Psychological Association 94 (3), 638, 2002 | 2130 | 2002 |
| Achievement goals and optimal motivation: testing multiple goal models. KE Barron, JM Harackiewicz Journal of personality and social psychology 80 (5), 706, 2001 | 1555 | 2001 |
| Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. JM Harackiewicz, KE Barron, JM Tauer, SM Carter, AJ Elliot Journal of educational psychology 92 (2), 316, 2000 | 1552 | 2000 |
| Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. JM Harackiewicz, KE Barron, JM Tauer, AJ Elliot Journal of educational psychology 94 (3), 562, 2002 | 1547 | 2002 |
| Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. JM Harackiewicz, KE Barron, SM Carter, AT Lehto, AJ Elliot Journal of Personality and Social psychology 73 (6), 1284, 1997 | 1325 | 1997 |
| Rethinking achievement goals: When are they adaptive for college students and why? JM Harackiewicz, KE Barron, AJ Elliot Educational psychologist 33 (1), 1-21, 1998 | 1285 | 1998 |
| The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. JM Harackiewicz, AM Durik, KE Barron, L Linnenbrink-Garcia, JM Tauer Journal of educational psychology 100 (1), 105, 2008 | 1017 | 2008 |
| A latent profile analysis of college students’ achievement goal orientation DA Pastor, KE Barron, BJ Miller, SL Davis Contemporary educational psychology 32 (1), 8-47, 2007 | 905 | 2007 |
| Measuring cost: The forgotten component of expectancy-value theory JK Flake, KE Barron, C Hulleman, BD McCoach, ME Welsh Contemporary educational psychology 41, 232-244, 2015 | 616 | 2015 |
| Measuring situational interest in academic domains L Linnenbrink-Garcia, AM Durik, AMM Conley, KE Barron, JM Tauer, ... Educational and psychological measurement 70 (4), 647-671, 2010 | 596 | 2010 |
| Evaluating existing and new validity evidence for the Academic Motivation Scale AJ Fairchild, SJ Horst, SJ Finney, KE Barron Contemporary Educational Psychology 30 (3), 331-358, 2005 | 580 | 2005 |
| Expectancy-value-cost model of motivation KE Barron, CS Hulleman Psychology 84, 261-271, 2015 | 533 | 2015 |
| Examining the psychometric properties of the achievement goal questionnaire in a general academic context SJ Finney, SL Pieper, KE Barron Educational and Psychological Measurement 64 (2), 365-382, 2004 | 356 | 2004 |
| Making connections: replicating and extending the utility value intervention in the classroom. CS Hulleman, JJ Kosovich, KE Barron, DB Daniel Journal of Educational Psychology 109 (3), 387, 2017 | 344 | 2017 |
| Achievement goals and optimal motivation: A multiple goals approach KE Barron, JM Harackiewicz Intrinsic and Extrinsic Motivation: In Search of Optimal Motivation, 229-254, 2000 | 308 | 2000 |
| A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school JJ Kosovich, CS Hulleman, KE Barron, S Getty The Journal of Early Adolescence 35 (5-6), 790-816, 2015 | 249 | 2015 |
| Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses KE Barron, JM Harackiewicz International Journal of Educational Research 39 (4-5), 357-374, 2003 | 221 | 2003 |
| Student motivation: Current theories, constructs, and interventions within an expectancy-value framework CS Hulleman, KE Barron, JJ Kosovich, RA Lazowski Psychosocial skills and school systems in the 21st century: Theory, research …, 2016 | 176 | 2016 |
| Measuring goal orientation in a work domain: Construct validity evidence for the 2× 2 framework LE Baranik, KE Barron, SJ Finney Educational and Psychological Measurement 67 (4), 697-718, 2007 | 174 | 2007 |
judith harackiewiczProfessor of Psychology, University of Wisconsin - MadisonVerifierad e-postadress på wisc.edu
