John Ranellucci
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The importance of teachers' emotions and instructional behavior for their students' emotions–An experience sampling analysis
ES Becker, T Goetz, V Morger, J Ranellucci
Teaching and Teacher education 43, 15-26, 2014
Achievement goals, emotions, learning, and performance: A process model.
J Ranellucci, NC Hall, T Goetz
Motivation Science 1 (2), 98, 2015
The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development
KR Muis, J Ranellucci, G Trevors, MC Duffy
Learning and Instruction 38, 1-13, 2015
Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics
GM Franco, KR Muis, P Kendeou, J Ranellucci, L Sampasivam, X Wang
Learning and Instruction 22 (1), 62-77, 2012
Achievement goals and emotions: The mediational roles of perceived progress, control, and value
NC Hall, L Sampasivam, KR Muis, J Ranellucci
British Journal of Educational Psychology 86 (2), 313-330, 2016
The interactive effects of personal achievement goals and performance feedback in an undergraduate science class
KR Muis, J Ranellucci, GM Franco, KJ Crippen
The Journal of Experimental Education 81 (4), 556-578, 2013
Affective profiles and academic success in a college science course
KA Robinson, J Ranellucci, Y Lee, SV Wormington, CJ Roseth, ...
Contemporary Educational Psychology 51, 209-221, 2017
Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory
J Ranellucci, JM Rosenberg, EG Poitras
Journal of Computer Assisted Learning 36 (6), 810-824, 2020
Testing the TIDE: Examining the nature of students’ epistemic beliefs using a multiple methods approach
KR Muis, G Trevors, M Duffy, J Ranellucci, MJ Foy
The Journal of Experimental Education 84 (2), 264-288, 2016
To master or perform? Exploring relations between achievement goals and conceptual change learning
J Ranellucci, KR Muis, M Duffy, X Wang, L Sampasivam, GM Franco
British Journal of Educational Psychology 83 (3), 431-451, 2013
What were they thinking? Using cognitive interviewing to examine the validity of self-reported epistemic beliefs
KR Muis, MC Duffy, G Trevors, J Ranellucci, M Foy
International Education Research 2 (1), 17-32, 2014
Technology-rich tools to support self-regulated learning and performance in medicine
SP Lajoie, L Naismith, E Poitras, YJ Hong, I Cruz-Panesso, J Ranellucci, ...
International handbook of metacognition and learning technologies, 229-242, 2013
Effects of peer and instructor rationales on online students’ motivation and achievement
TS Shin, J Ranellucci, CJ Roseth
International Journal of Educational Research 82, 184-199, 2017
The conceptualization of costs and barriers of a teaching career among Latino preservice teachers
BW Bergey, J Ranellucci, A Kaplan
Contemporary Educational Psychology 59, 101794, 2019
Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science
M Akcaoglu, JM Rosenberg, J Ranellucci, CV Schwarz
International Journal of Educational Research 87, 67-77, 2018
Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics
BW Bergey, J Ranellucci
Contemporary Educational Psychology 64, 101936, 2021
Measuring affect in educational contexts: A circumplex approach
L Linnenbrink-Garcia, SV Wormington, J Ranellucci
Methodological advances in research on emotion and education, 165-178, 2016
Momentary emotion profiles in high school science and their relations to control, value, achievement, and science career intentions.
KA Robinson, PN Beymer, J Ranellucci, JA Schmidt
Motivation Science 6 (4), 401, 2020
Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1 (2), 98–120
J Ranellucci, NC Hall, T Goetz
Using motivation design principles to teach screencasting in online teacher education courses
J Ranellucci, BW Bergey
Journal of Technology and Teacher Education 28 (2), 393-401, 2020
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