Publications

2024

• 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. Advance Online Publication.

• 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.