Judith Harackiewicz
Professor
Ph.D. 1980, Harvard University
Email: jmharack@wisc.edu
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
Hulleman, C.S., Hyde, J.S., & Harackiewicz, J.M. (2008). Making connections: Helping your teen find value in school. Brochure for parents in ongoing research.
Hulleman, C.S., Durik, A.M., Schweigert, S., & Harackiewicz, J.M. (2008, in press). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology.
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, In Press.
Harackiewicz, J.M., Durik, A.M.,
Barron, K.E., Linnenbrink, E.A. & Tauer, J.M. (2008, in press). The Role of Achievement Goals in the Development of Interest: Reciprocal Relations between Achievement Goals, Interest and Performance. Journal of Educational Psychology.
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.
