Schools and Academic Performance


 

Liu, P., Savitz-Romer, M., Perella, J., Liang, B., & Hill, N. E. (2018). Students representations of dyadic and global teacher-student relationships:  Perceived caring, negativity, affinity, and differences across gender and race/ethnicity. Contemporary Educational Psychology, 54, 281-296. DOI: 10.1016/j.cedpsych.2018.07.005. https://www-sciencedirect-com.ezp-prod1.hul.harvard.edu/science/article/pii/S0361476X17304861

 

Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T. Ben-Eliyahu, A., Hill, N. E. (2018) Multiple pathways to success:  An examination of integrative motivational profiles among college and upper elementary students. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000245

 

Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (2009).  Regulating Debilitating Emotions in the Context of Performance:  Achievement Goal Orientations, Achievement-Elicited Emotions, and Socialization Contexts.  Human Development, 52(6), 329-356. https://www-proquest-com.ezp-prod1.hul.harvard.edu/docview/224014925?pq-origsite=primo&accountid=11311

 

Hill, N. E. & McKinney, J. P. (1998).  Interviewing as a teaching tool.  In J. P. McKinney, L. B. Shiamberg, & L. Shelton (Eds.), Teaching the Course on Adolescent Development (pp. 203-218).  New York:  Garden Press. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315861500-14/use-interview-teaching-adolescent-development-nancy-hill-john-paul-mckinney