| Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis AJ Elliot, JM Harackiewicz Journal of Personality and Social Psychology 70, 661-475, 1996 | 9056* | 1996 |
| Motivating the academically unmotivated: A critical issue for the 21st century S Hidi, JM Harackiewicz Review of educational research 70 (2), 151-179, 2000 | 3127 | 2000 |
| Revision of achievement goal theory: Necessary and illuminating. JM Harackiewicz, KE Barron, PR Pintrich, AJ Elliot, TM Thrash American Psychological Association 94 (3), 638, 2002 | 2136 | 2002 |
| Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. JM Harackiewicz, KE Barron, JM Tauer, AJ Elliot Journal of educational psychology 94 (3), 562, 2002 | 1563 | 2002 |
| Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. JM Harackiewicz, KE Barron, JM Tauer, SM Carter, AJ Elliot Journal of educational psychology 92 (2), 316, 2000 | 1558 | 2000 |
| Achievement goals and optimal motivation: testing multiple goal models. KE Barron, JM Harackiewicz Journal of personality and social psychology 80 (5), 706, 2001 | 1556 | 2001 |
| A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? CS Hulleman, SM Schrager, SM Bodmann, JM Harackiewicz Psychological bulletin 136 (3), 422, 2010 | 1507 | 2010 |
| Promoting interest and performance in high school science classes CS Hulleman, JM Harackiewicz science 326 (5958), 1410-1412, 2009 | 1505 | 2009 |
| Intrinsic and extrinsic motivation: The search for optimal motivation and performance C Sansone, JM Harackiewicz Academic Press, 2000 | 1409 | 2000 |
| Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. JM Harackiewicz, KE Barron, SM Carter, AT Lehto, AJ Elliot Journal of Personality and Social psychology 73 (6), 1284, 1997 | 1330 | 1997 |
| Rethinking achievement goals: When are they adaptive for college students and why? JM Harackiewicz, KE Barron, AJ Elliot Educational psychologist 33 (1), 1-21, 1998 | 1287 | 1998 |
| Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions C Senko, CS Hulleman, JM Harackiewicz Educational psychologist 46 (1), 26-47, 2011 | 1218 | 2011 |
| Enhancing interest and performance with a utility value intervention. CS Hulleman, O Godes, BL Hendricks, JM Harackiewicz Journal of educational psychology 102 (4), 880, 2010 | 1060 | 2010 |
| The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. JM Harackiewicz, AM Durik, KE Barron, L Linnenbrink-Garcia, JM Tauer Journal of educational psychology 100 (1), 105, 2008 | 1032 | 2008 |
| The effects of reward contingency and performance feedback on intrinsic motivation. JM Harackiewicz Journal of personality and social psychology 37 (8), 1352, 1979 | 787 | 1979 |
| Task values, achievement goals, and interest: an integrative analysis. CS Hulleman, AM Durik, SA Schweigert, JM Harackiewicz Journal of educational psychology 100 (2), 398, 2008 | 763 | 2008 |
| Interest matters: The importance of promoting interest in education JM Harackiewicz, JL Smith, SJ Priniski Policy insights from the behavioral and brain sciences 3 (2), 220-227, 2016 | 762 | 2016 |
| Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention JM Harackiewicz, CS Rozek, CS Hulleman, JS Hyde Psychological science 23 (8), 899-906, 2012 | 760 | 2012 |
| Achievement goals and intrinsic motivation. JM Harackiewicz, AJ Elliot Journal of personality and social psychology 65 (5), 904, 1993 | 731 | 1993 |
| Closing achievement gaps with a utility-value intervention: Disentangling race and social class. JM Harackiewicz, EA Canning, Y Tibbetts, SJ Priniski, JS Hyde Journal of personality and social psychology 111 (5), 745, 2016 | 691 | 2016 |
