Chris S. Hulleman

10.6k total citations · 7 hit papers
52 papers, 5.7k citations indexed

About

Chris S. Hulleman is a scholar working on Experimental and Cognitive Psychology, Social Psychology and Education. According to data from OpenAlex, Chris S. Hulleman has authored 52 papers receiving a total of 5.7k indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Experimental and Cognitive Psychology, 27 papers in Social Psychology and 22 papers in Education. Recurrent topics in Chris S. Hulleman's work include Education, Achievement, and Giftedness (34 papers), Motivation and Self-Concept in Sports (22 papers) and Parental Involvement in Education (6 papers). Chris S. Hulleman is often cited by papers focused on Education, Achievement, and Giftedness (34 papers), Motivation and Self-Concept in Sports (22 papers) and Parental Involvement in Education (6 papers). Chris S. Hulleman collaborates with scholars based in United States, Germany and France. Chris S. Hulleman's co-authors include Judith M. Harackiewicz, Corwin Senko, Sheree M. Schrager, Rory A. Lazowski, David S. Cordray, Christopher S. Rozek, Janet Shibley Hyde, Bryan L. Hendricks, Olga Godes and Jeff J. Kosovich and has published in prestigious journals such as Science, Proceedings of the National Academy of Sciences and Psychological Bulletin.

In The Last Decade

Chris S. Hulleman

50 papers receiving 5.3k citations

Hit Papers

A meta-analytic review of... 2009 2026 2014 2020 2010 2009 2011 2010 2015 250 500 750
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
    2010 878 citations Chris S. Hulleman, Judith M. Harackiewicz et al. profile →
  2. Promoting Interest and Performance in High School Science Classes
    2009 718 citations Chris S. Hulleman, Judith M. Harackiewicz profile →
  3. Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions
    2011 629 citations Chris S. Hulleman, Judith M. Harackiewicz et al. profile →
  4. Enhancing interest and performance with a utility value intervention.
    2010 510 citations Chris S. Hulleman, Judith M. Harackiewicz et al. Journal of Educational Psychology profile →
  5. Motivation Interventions in Education
    2015 387 citations Chris S. Hulleman et al. profile →
  6. Helping Parents to Motivate Adolescents in Mathematics and Science
    2012 356 citations Judith M. Harackiewicz, Christopher S. Rozek et al. Psychological Science profile →
  7. Making connections: Replicating and extending the utility value intervention in the classroom.
    2016 191 citations Chris S. Hulleman, Jeff J. Kosovich et al. Journal of Educational Psychology profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Chris S. Hulleman United States 23 3.0k 2.6k 2.5k 1.4k 901 52 5.7k
Mimi Bong South Korea 33 3.0k 1.0× 3.3k 1.3× 2.9k 1.2× 1.4k 1.0× 776 0.9× 89 6.7k
Avi Kaplan United States 39 3.7k 1.3× 3.7k 1.5× 3.9k 1.5× 1.7k 1.2× 1.1k 1.3× 98 7.7k
Ellen L. Usher United States 30 1.4k 0.5× 3.1k 1.2× 1.9k 0.7× 1.2k 0.8× 753 0.8× 74 5.6k
Franzis Preckel Germany 40 2.9k 1.0× 1.9k 0.7× 1.8k 0.7× 782 0.6× 437 0.5× 153 5.0k
Alexander Seeshing Yeung Australia 37 2.3k 0.8× 2.5k 1.0× 2.1k 0.8× 876 0.6× 652 0.7× 175 5.1k
Jens Møller Germany 42 3.0k 1.0× 2.9k 1.1× 2.6k 1.0× 1.6k 1.2× 426 0.5× 217 6.4k
Helen Patrick United States 35 1.8k 0.6× 3.8k 1.5× 2.2k 0.9× 1.4k 1.0× 895 1.0× 71 5.7k
Eric M. Anderman United States 38 3.5k 1.2× 4.4k 1.7× 4.1k 1.7× 1.4k 1.0× 1.8k 2.0× 150 8.7k
Barbara A. Greene United States 26 1.4k 0.5× 2.3k 0.9× 1.5k 0.6× 1.3k 1.0× 608 0.7× 58 4.5k
Ricarda Steinmayr Germany 39 2.2k 0.7× 1.8k 0.7× 2.1k 0.8× 722 0.5× 328 0.4× 119 4.6k

Countries citing papers authored by Chris S. Hulleman

Since Specialization
Citations

This map shows the geographic impact of Chris S. Hulleman's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Chris S. Hulleman with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Chris S. Hulleman more than expected).

Fields of papers citing papers by Chris S. Hulleman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Chris S. Hulleman. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Chris S. Hulleman. The network helps show where Chris S. Hulleman may publish in the future.

Co-authorship network of co-authors of Chris S. Hulleman

This figure shows the co-authorship network connecting the top 25 collaborators of Chris S. Hulleman. A scholar is included among the top collaborators of Chris S. Hulleman based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Chris S. Hulleman. Chris S. Hulleman is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
2.
Wormington, Stephanie V., et al.. (2023). Race, academic achievement and the issue of inequitable motivational payoff. Nature Human Behaviour. 7(4). 515–528. 10 indexed citations
3.
Tibbetts, Yoi, et al.. (2023). The cost of being first: Belonging uncertainty predicts math motivation and achievement for first-generation, but not continuing-generation, students. Learning and Individual Differences. 107. 102365–102365. 5 indexed citations
4.
Barron, Kenneth E., et al.. (2023). Using a Networked Improvement Community Approach to Design and Scale Up Social Psychological Interventions in Schools. The Journal of Experimental Education. 92(2). 287–311. 2 indexed citations
5.
Givvin, Karen B., et al.. (2023). Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest. The Journal of Experimental Education. 92(4). 662–691. 5 indexed citations
6.
Hulleman, Chris S., et al.. (2023). Identifying the psychological mechanisms of utility‐value activities to inform educational research and practice. British Journal of Educational Psychology. 93(4). 960–977. 1 indexed citations
7.
Gaspard, Hanna, et al.. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.. Journal of Educational Psychology. 113(8). 1507–1528. 21 indexed citations
8.
Gaspard, Hanna, et al.. (2019). How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison. Contemporary Educational Psychology. 58. 149–162. 62 indexed citations
9.
10.
Nagengast, Benjamin, Brigitte Maria Brisson, Chris S. Hulleman, et al.. (2017). Learning More From Educational Intervention Studies: Estimating Complier Average Causal Effects in a Relevance Intervention. The Journal of Experimental Education. 86(1). 105–123. 20 indexed citations
11.
Hyde, Janet Shibley, Elizabeth A. Canning, Christopher S. Rozek, et al.. (2016). The Role of Mothers' Communication in Promoting Motivation for Math and Science Course‐Taking in High School. Journal of Research on Adolescence. 27(1). 49–64. 19 indexed citations
12.
Murrah, William M., Jeff J. Kosovich, & Chris S. Hulleman. (2016). A Framework for Incorporating Intervention Fidelity in Educational Evaluation Studies. 47–68. 3 indexed citations
13.
Abry, Tashia, Chris S. Hulleman, & Sara E. Rimm‐Kaufman. (2014). Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients. American Journal of Evaluation. 36(3). 320–338. 74 indexed citations
14.
Kopp, Jason P., et al.. (2012). Applying the Five-Step Model of Fidelity Assessment to a Randomized Experiment of a High School STEM Intervention.. Society for Research on Educational Effectiveness. 1 indexed citations
15.
Abry, Tashia, et al.. (2012). The "How" and "For Whom" of Program Effectiveness: Dissecting the "Responsive Classroom"[R] Approach in Relation to Academic Achievement.. Society for Research on Educational Effectiveness. 1 indexed citations
16.
Harackiewicz, Judith M., Christopher S. Rozek, Chris S. Hulleman, & Janet Shibley Hyde. (2012). Helping Parents to Motivate Adolescents in Mathematics and Science. Psychological Science. 23(8). 899–906. 356 indexed citations breakdown →
17.
Nelson, Michael, et al.. (2010). A Procedure for Assessing Fidelity of Implementation in Experiments Testing Educational Interventions.. Society for Research on Educational Effectiveness. 3 indexed citations
18.
Harackiewicz, Judith M. & Chris S. Hulleman. (2009). The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest. Social and Personality Psychology Compass. 4(1). 42–52. 159 indexed citations
19.
Darnon, Céline, Fabrizio Butera, Gabriel Mugny, Alain Quiamzade, & Chris S. Hulleman. (2009). “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?. European Journal of Psychology of Education. 24(4). 423–434. 58 indexed citations
20.
Hulleman, Chris S., et al.. (2008). Achievement Goal Systems: An Application of Goal Systems Theory to Achievement Goal Research. Cairn.info. 21(1). 71–96. 15 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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