Chris S. Hulleman

Associate Professor

  • 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

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. I partner with practitioners and other researchers to develop interventions that boost motivation, learning, and achievement in school and sports. Examples of this include a national researcher-practitioner network, a national network of researchers focused on learning mindsets, and a national researcher-practitioner network focused on the transition to college. For more information on my motivation research, see the Motivate Lab website. I also conduct research on methods of evaluating the extent to which educational interventions were implemented as designed (i.e., intervention fidelity). My research on fidelity includes preschool science classrooms (e.g., ECHOSRISE), the contribution of the Responsive Classroom Approach to children’s social and academic growth, and interventions designed to increase value for students in STEM and other subject areas.

Selected Publications

  • Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. (2016). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology. Online First.
  • Yeager, D.S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O’Brien, J., Flint, K., Roberts, A., Trott, J., Walton, G., & Dweck, C. (2016). Designing Social-Psychological Interventions for Full-Scale Implementation: The Case of Growth Mindset During the Transition to High School. Journal of Educational Psychology, 108(3), 374-391.
  • Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. (2016). Expectancy-value models of achievement motivation in education. In A. A. Lipnevich, F. Preckel, & R. D. Robers (Eds.), Psychosocial skills and school systems in the Twenty-First century: Theory, research, and applications (pp. 241-278). Springer International Publishing.
  • Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36(3), 320-338.
  • Flake, J., Barron, K. E., Hulleman, C. S., McCoach, D. B., & Welsh, M. E. (2015). Measuring cost: The Forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
  • Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. Journal of Early Adolescence, 35(5-6), 790-816.
  • Lazowski, R. A., & Hulleman, C. S. (2015). Motivation interventions in education: A meta-analysis. Review of Educational Research, 66(2), 602-640.
  • Barron, K. E., & Hulleman, C. S. (2015). Expectancy-Value-Cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences, 2nd edition (Vol. 8, pp. 503-509). Oxford: Elsevier Ltd.
  • Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2014). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-206.
  • 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.
  • Harackiewicz, J. M., Rozek, C. S., 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
  • Learning mindsets
  • Intervention fidelity
  • Student motivation
  • Interest development
  • Expectancy-value motivation
  • Achievement goals
  • Teacher development and change
  • Teacher motivation


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 the Motivation Research Institute and is an affiliated faculty member in the Department of 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. In 2013, Chris was named a Fellow of the Carnegie Foundation for the Advancement of Teaching at Stanford University. During 2014-15, Chris was a Fellow-In-Residence at the Center for Advanced Study of Behavioral Sciences at Stanford University. 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.