Judy Harackiewicz

Judy Harackiewicz Picture
Title
Professor
Office
321 Psychology
Phone
(608) 262-5924
E-mail
jmharack@wisc.edu

Ph.D. 1980, Harvard University

Research Interest

I am interested in human motivation, specifically intrinsic motivation, interest, and achievement motivation. I study how different kinds of performance evaluation and feedback influence an individual's intrinsic interest in an activity. For example, I study how achievement goals, rewards, competition, and cooperation influence task enjoyment and interest, and how personality variables moderate these effects. I am also interested in motivational issues in educational psychology, and I study how goals affect the development of interest in academic subjects. My graduate students and I do experimental laboratory studies as well as longitudinal studies in college classes.

Representative Publications

Tibbetts, Y., Harackiewicz, J.M., Canning, E.A., Boston, J.S., Priniski, S.J., & Hyde, J.S. (2016, in press). Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students. Journal of Personality and Social Psychology.Harackiewicz, J.M., Canning, E.A.,

Canning, E.A. & Harackiewicz, J.M. (2015). Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility value information. Motivation Science, 1, 47-71.

Harackiewicz, J.M., Canning, E.A., Tibbetts, Y., Priniski, S.J., & Hyde, J.S. (2015, Online First). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology. http://dx.doi.org/10.1037/pspp0000075 


Harackiewicz, J.M., Tibbetts, Y, Canning, E.A., & Hyde, J.S. (2014). Harnessing values to promote motivation in education. In S. Karabenick and T. Urden (Eds.), Motivational Interventions, Advances in Motivation and Achievement, Vol 18 (pp 71-105), Emerald Group Publishing.

Tibbetts, Y., Giffen, C.J., Blair, S.S., Rouse, D.I., & Hyde, J.S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106, 375-389.  doi: 10.1037/a0034679

Harackiewicz, J.M., Rozek, C.R., Hulleman, C.S., & Hyde, J.S. (2012) Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 40, DOI: 10.1177/0956797611435530

Website used in research project: http://choicesahead.wceruw.org/

Senko, C.M., Hulleman, C.S., & Harackiewicz, J.M. (2011) Achievment goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26-47.

Harackiewicz, J.M. & Hulleman, C.S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4, 42-52.

Hulleman, C.S., Godes, O., Hendricks, B.L., & Harackiewicz, J.M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880-895.

Hulleman, C.S. & Harackiewicz, J.M. (2009). Promoting interest and performance in high school science classes, Science, 326, 1410-1412.

Durik, A.M., Harackiewicz, J.M. (2007). Different Strokes for Different Folks: How Personal Interest Moderates the Effects of Situational Factors on Task Interest. Journal of Educational Psychology, 99, 597-610.

Hidi, S., & Harackiewicz, J.M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research.