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Judith Harackiewicz

Phone: 262-5924
Email: jmharack@facstaff.wisc.edu
Office: 321 Psychology

Professor
Ph.D. 1980, Harvard University

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

Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., & Thrash, T.M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.

Harackiewicz, J.M., Barron, K.E., Tauer, J.M., & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.

Barron, K.E., & Harackiewicz, J.M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706722.

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

Sansone, C., & Harackiewicz, J.M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. New York: Academic Press.

Tauer, J.M., & Harackiewicz, J.M. (1999). Winning isn't everything: Competition, achievement orientation, and intrinsic motivation. Journal of Experimental Social Psychology (Special Issue), 35, 209-238.

Harackiewicz, J.M., Barron, K.E., & Elliot, A.J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.

Harackiewicz, J.M., Barron, K.E., Carter, S.M., Lehto, A.T., & Elliot, A.J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology.