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CBE Life Sciences Education|August 21, 2016
Broadening Participation in the Life Sciences with Social-Psychological InterventionsYoi Tibbetts, Judith M Harackiewicz, Stacy J Priniski, et al.Science Advances|May 1, 2021
Inside the STEM pipeline: Changes in students' biomedical career plans across the college yearsEmily Q Rosenzweig, Cameron A Hecht, Stacy J Priniski, et al.Journal of Educational Psychology|March 29, 2021
College Students' Reasons for Leaving Biomedical Fields: Disenchantment with Biomedicine or Attraction to Other Fields?Emily Q Rosenzweig, Judith M Harackiewicz, Cameron A Hecht, et al.Motivation Science|May 13, 2022
The Role of Utility Value in Promoting Interest DevelopmentCameron A Hecht, Matthew R Grande, Judith M HarackiewiczJournal of Personality and Social Psychology|November 3, 2015
Closing achievement gaps with a utility-value intervention: Disentangling race and social classJudith M Harackiewicz, Elizabeth A Canning, Yoi Tibbetts, et al.Journal of Personality and Social Psychology|May 14, 2016
Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation studentsYoi Tibbetts, Judith M Harackiewicz, Elizabeth A Canning, et al.Proceedings of the National Academy of Sciences of the United States of America|May 1, 2023
Utility-value intervention promotes persistence and diversity in STEMMichael W Asher, Judith M Harackiewicz, Patrick N Beymer, et al.Journal of Personality and Social Psychology|October 5, 2023
A prosocial value intervention in gateway STEM coursesJudith M Harackiewicz, Cameron A Hecht, Michael W Asher, et al.Motivation Science|August 29, 2025
Why Elusive Expectancy × Value Interactions May Be Critical for Theory and Intervention: A Simulated Power AnalysisMichael W Asher, Cameron A Hecht, Judith M Harackiewicz, et al.Personality & Social Psychology Bulletin|October 29, 2005
Achievement goals, task performance, and interest: why perceived goal difficulty mattersCorwin Senko, Judith M HarackiewiczPageof 5