Publications

2025

Motz, B., Diekman, A., Goldstone, R., Green, D. J., Fyfe, E., Bernardini, S., Emerson, K., Jankowski, H., Ansari, S., Arney, M., Barbieri, C., Baumgartner, E., Beam, M., Boucher, K., Callison, M., Canning, E. A., Chen, X.-Y., Chow, J., Clark, T., … Murphy, M. C. (2025). A field-initiated vision of research infrastructure for STEM education. International Journal of STEM Education Research, 12, 59.

Park, L. E., Ward, D. E., Naragon-Gainey, K., Canning, E. A., Koefler, N., Panlilio, Z. A., Vessels, V., & Pascuzzi, G. (2025). Perceptions of safety and threat in the environment: The STEP scale. Personality and Social Psychology Bulletin. https://doi.org/10.1177/01461672251344359

Scalise, N. R., Santiago, I., & Canning, E. A. (2025). When we were young: Memories of early mathematics experiences. Journal of Numerical Cognition, 11, 1-14, e14771.

Duckworth, A. L., Ko, A., Milkman, K. L., Kay, J. S., Dimant, E., Gromet, D. M., Haplern, A., Jung, Y., Paxson, M. K., Sivera Sumaran, R. A., Berman, R., Brody, I., Camerer, C. F., Canning, E. A., Dai, H., Gallo, M. N., Hershfield, H., Hilchey, M. D., Kalil, A., Kroeper, K. M., . . . Van den Bulte, C. (2025). Nudging teachers: A megastudy to increase math achievement among 3 million elementary school students. Proceedings of the National Academy of Sciences, 122(13), e2418616122. https://doi.org/10.1073/pnas.2418616122

Muenks, K., Siever, J., Kroeper, K. M., & Canning, E. A. (2025). Exploring effects of mixed mindset messages from STEM instructors. Motivation Science, 11(3), 349-365. https://dx.doi.org/10.1037/mot0000381

2024

Muenks, K., Kroeper, K. M., Canning, E. A., & Murphy, M. C. (2024). Instructors’ mindset beliefs and behaviors: How do students and instructors perceive them? Social Psychology of Education, 27, 2883-2899.

Canning, E. A., White, M., & Davis, W. B. (2024). Growth mindset messages from instructors improve academic performance among first-generation college students. CBE-Life Sciences Education, 23(2).

White, M., Olsen, S., & Canning, E. A. (2024). Disentangling the impact of instructor mindset and demeanor on student experiences. Motivation Science, 10(1), 83–87.

2023

Bowman, N. A., Logel, C., LaCosse, J., Canning, E. A., Emerson, K. T. U., & Murphy, M. C. (2023). The role of minoritized student representation in promoting achievement and equity within college STEM courses. AERA Open, 9(1), 1–16.

Canning, E. A., & Limeri, L. B. (2023). Theoretical and methodological directions in mindset intervention research. Social and Personality Psychology Compass,17(6), e12758.

White, M., & Canning, E. A. (2023). Examining active help-seeking behavior in first-generation college students. Social Psychology of Education, 26, 1369-1390.
Park, L. E., Naidu, E., Lemay, E. P., Canning, E. A., Ward, D. E., Panlilio, Z., & Vessels, V. (2023). Social evaluative threat across individual, relational, and collective selves. Advances in Experimental Social Psychology, 68, 139-222.

2022

Canning, E. A., Ozier, E., Williams, H., AlRasheed, R., & Murphy, M. C. (2022). Professors who signal a fixed mindset about ability undermine women’s performance in STEM. Social Psychological and Personality Science, 13(5), 927-937.

Kroeper, K., Muenks, K., Canning, E. A., & Murphy, M. C. (2022). An exploratory study of the behaviors that communicate instructor mindset in college STEM classrooms. Teaching and Teacher Education, 114, 1-11.

Bowman, N. A., Logel, C., LaCosse, J., Jarratt, L., Canning, E. A., Emerson, K. T. U., & Murphy, M. C. (2022). Gender representation and academic achievement among STEM-interested students in college STEM courses. Journal of Research in Science Teaching, 59(10), 1876-1900.

2021

Motz, B. A., Canning, E. A., Green, D. J., Mallon, M. G., & Quick, J. D. (2021). The influence of automated praise on behavior and performance. Technology, Mind, and Behavior, 2(3), 1-12.

Rosenzweig, E. Q., Hecht, C. A., Priniski, S. J., Canning, E. A., Asher, M. W., Tibbetts, Y., Hyde, J. S. & Harackiewicz, J. M. (2021). Inside the STEM pipeline: Changes in students’ biomedical career plans across the college years. Science Advances, 7(18): eabe0985.

Rosenzweig, E. Q., Harackiewicz, J. M., Hecht, C. A., Priniski, S. J., Tibbetts, Y., Canning, E. A., Asher, M. W., & Hyde, J. S. (2021). College students’ reasons for leaving biomedical fields: Disenchantment with biomedicine or attraction to other fields? Journal of Educational Psychology, 113(2), 351-369.

2020

LaCosse, J., Canning, E. A., Bowman, N. A., Murphy, M. C., & Logel, C. (2020). A social-belonging intervention improves STEM outcomes for students who speak English as a second language. Science Advances, 6(40), eabb6543.

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset predicts in-class psychological experiences. Journal of Experimental Psychology: General, 149(11), 2119-2144.

Canning, E. A., Murphy, M. C., Emerson, K. T. U., Chatman, J. A., Dweck, C. S., & Kray, L. J. (2020). Cultures of genius at work: Organizational mindsets predict cultural norms, trust, and commitment. Personality and Social Psychology Bulletin, 46(4), 626-642.

Canning, E. A., LaCosse, J., Kroeper, K. M., & Murphy, M. C. (2020). Feeling like an imposter: The effect of perceived classroom competition on the daily psychological experiences of first-generation college students. Social Psychological and Personality Science, 11(5), 647-657.

2019

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Sciences Advances, 5(2): eaau4734.

Canning, E. A., Priniski, S. J., & Harackiewicz, J. M. (2019). Unintended consequences of framing a utility-value intervention in two-year colleges. Learning and Instruction, 62, 36-48.

Priniski, S. J., Rosenzweig, E. Q., Canning, E. A., Hecht, C. A., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2019). The benefits of combining value for the self and others in utility-value interventions. Journal of Educational Psychology, 111(8), 1478-1497.

Hecht, C. A., Harackiewicz, J. M., Priniski, S. J., Canning, E. A.,Tibbetts, Y., & Hyde, J. S. (2019). Promoting long-term retention in the biological and medical sciences with a utility-value intervention. Journal of Educational Psychology, 111(8), 1462-1477.

Canning, E. A. & Harackiewicz, J. M. (2019). Utility value and intervention framing. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge Handbook on Motivation and Learning (pp. 645-662). Cambridge: Cambridge University Press.

Rosenzweig, E. Q., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Canning, E. A., Tibbetts, Y., & Hyde, J. S. (2019). Choose your own intervention: Using choice to enhance the effectiveness of a utility-value intervention. Motivation Science, 5(3), 269-276.

2018

Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility value intervention. Journal of Educational Psychology, 110(6), 834-849.

Reber, R., Canning, E. A., & Harackiewicz, J. M. (2018). Personalized education to increase interest. Current Directions in Psychological Science, 27(6), 449-454.

2017

Hyde, J. S., Canning, E. A., Clarke, E., Rozek, C. S., Hulleman, C. S., & Harackiewicz, J. M. (2017). Improving performance and retention in introductory biology with a utility value intervention. Journal of Research on Adolescence, 27(1), 49-64.

2016

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111(5), 745-765.

Tibbetts, Y., Harackiewicz, J. M., Canning, E. A., Boston, J. S., Priniski, S. J., & Hyde, J. S. (2016). Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students. Journal of Personality and Social Psychology, 110(5), 635-659.

Tibbetts, Y., Harackiewicz, J. M., Priniski, S. J., & Canning, E. A. (2016). Broadening participation in the life sciences with social-psychological interventions. CBE-Life Sciences Education, 15(3), es4.

2015

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.

Tibbetts, Y., Canning, E. A., & Harackiewicz, J. M., (2015). Academic motivation and performance: Task value interventions. In, J. D. Wright (Ed.), International Encyclopedia of the Social and Behavioral Sciences: Interventions aimed at increasing interest motivation, 2^ndEd (Vol. 1, pp. 37-42). Oxford: Elsevier.

Lazarides, R., Harackiewicz, J. M., Canning, E. A., Pesu, L., & Viljaranta, J. (2015). The role of parents in students’ motivational beliefs and values. In Rubie-Davies, C. M., Stephens, J. M., & Watson, P. (Eds.) The routledge international handbook of social psychology of the classroom. (pp. 53-66). London, England: Routledge.

2014

Harackiewicz, J. M., Canning, E. A., 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. [Editor’s Choice, Science(2014), 343, 6166.]

Harackiewicz, J. M., Tibbetts, Y., Canning, E. A., & Hyde, J. S. (2014). Harnessing values to promote motivation in education. In S. Karabenick & T. Urden (Eds.), Motivational interventions, advances in motivation and achievement (Vol. 18, pp. 71-105). Bingley, UK: Emerald Group Publishing.