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Chris S. Hulleman

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Chris S. Hulleman
Phone: 434-924-6998
Email: .(JavaScript must be enabled to view this email address)
Location: Ruffner Hall 254
Curriculum vitae: Hulleman_CV_2.28.16
Department: CASTL
Mailing Address: PO Box 400877, Charlottesville, VA 22904

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Research Associate Professor

Education

  • Ph.D., Social and Personality Psychology, University of Wisconsin-Madison, 2007
  • M.S., Social and Personality Psychology, University of Wisconsin-Madison, 2002
  • Graduate Diploma, Psychology, University of Western Australia, 1995
  • B.A., General Studies, Central College (Iowa), 1993

Personal Statement

I conduct research on educational interventions grounded in theories of social and personality psychology, motivation, and human development. Recently, my work has focused on examining the extent to which helping students find relevance in their coursework for their lives increases learning and interest. For more information on my motivation research, see the Motivation Research Institute website. I also conduct research on methods of evaluating the extent to which educational interventions were implemented as designed (i.e., intervention fidelity). Recently, my research on fidelity has focused on preschool science classrooms (e.g., ECHOS, RISE), and on the contribution of the Responsive Classroom Approach to children’s social and academic growth.

Sample Recent Publications

  • Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (in press). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology.
  • Senko, C., & Hulleman, C. S. (2013). The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, 105(2), 504-521. Advance online publication. doi: 10.1037/a0031136
  • Nelson, M. C., Cordray, D. S., Hulleman, C. S., Darrow, C. L., & Sommer, E. C. (2012). A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions. Journal of Behavioral Health Services and Research, 39(4), 374-396. DOI: 10.1007/s11414-012-9295-x
  • Harackiewicz, J. M., Rozek, C. R., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents motivate their teens in mathematics and science: An experimental test. Psychological Science, 23(8), 899-906. Recipient of the 2013 Robert B. Cialdini Award “for the publication that best explicates social psychological phenomena principally through the use of field research methods and settings and that thereby demonstrates the relevance of the discipline to communities outside of academic social psychology” from the Society of Personality and Social Psychology.
  • Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47.
  • Hulleman, C.S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895.
  • Hulleman, C.S., Schrager, S.M., Bodmann, S.M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449.
  • Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science (326), 1410-1412.
  • Hulleman, C. S., & Cordray, D. S. (2009). Moving from the lab to the field: The Role of fidelity and achieved relative intervention strength. Journal of Research on Educational Effectiveness, 2, 88-110.

Research Interests

  • Educational interventions
  • Intervention fidelity
  • Student motivation
  • Interest development
  • Expectancy-value motivation
  • Achievement goals
  • Teacher development and change
  • Teacher motivation

Biography

Chris Hulleman is a Research Associate Professor in the Department of Educational Leadership, Policy, and Foundations in the Curry School of Education at the University of Virginia. Chris also co-coordinates of the Motivation Research Institute and an adjunct faculty member in the Department of Graduate Psychology at James Madison University. After receiving his PhD in experimental social and personality psychology from the University of Wisconsin-Madison in 2007, Chris spent two years as an Institute for Education Sciences Research Fellow in the Peabody College of Education at Vanderbilt University.  In 2009 he won the Paul R. Pintrich Outstanding Dissertation Award from Division 15 (Educational Psychology) of the American Psychological Association.  In 2010, he was selected as the Outstanding Junior Faculty member of the Department of Graduate Psychology at James Madison University.  Chris began at UVA in July 2012. Chris has published articles in journals such as Science, Psychological Bulletin, Journal of Educational Psychology, Psychological Science, Journal of Research on Educational Effectiveness, Phi Delta Kappan, Social and Personality Psychology Compass, European Journal of Psychology of Education, and International Review of Social Psychology.

Expertise

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