Department of Educational Psychology

I am interested in the interface between social psychological theory and education. Most broadly, I study the determinants and development of motivation and the relationship between motivation and academic achievement. I have generally focused on how the provision of choice and support for autonomy may impact motivation and support other achievement related outcomes. As a second related and new line of research, I am interested in individual differences in beliefs about potential ability and academic achievement and how they might relate to motivation and underachievement. As a third line of research, I am interested in how the activities of children outside of school influence their academic achievement. The activities I have studied include homework, afterschool programs, and the role of parent involvement in schoolwork. Finally, I am also interested in the development and use of meta-analytic methods in social science research.

2009 Ph.D. Duke University, Social Psychology

2007 M.A. Duke University, Social Psychology

2003 B.A. McGill University, Psychology

Patall, E. A. (in press). Constructing motivation through choice, interest, and interestingness. Manuscript accepted for publication at Journal of Educational Psychology.

Patall, E. A., Awad, G., & Cestone, C. (in press). Academic potential beliefs and feelings: Conceptual development and relations with academic outcomes. Manuscript accepted for publication at Self and Identity.

Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (in press). Student autonomy and course value: The relative and differential roles of various teacher practices. Manuscript accepted for publication at Motivation and Emotion.

Patall, E. A. (2012). The motivational complexity of choosing: A review of theory and research. In R. Ryan (Ed.), Oxford Handbook of Human Motivation (pp. 249-279). New York, NY: Oxford University Press.

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of providing choices in the classroom. Journal of Educational Psychology, 102, 896-915.

Patall, E. A., Cooper, H. & Allen, A. B. (2010). Extending the school day or the school year: A systematic review of research (1985-2009). Review of Educational Research, 80, 401-436.

Cooper, H. & Patall, E. A. (2009). The relative benefits of meta-analysis using individual participant data or aggregated data. Psychological Methods 14, 165-176.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270-300.

Patall, E. A., Cooper, H. & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039-1101.

Patall, E. A. & Cooper, H. (2008). Conducting a meta-analysis. In P. Alasuutari, L. Bickman, & J. Brannen (Eds.), The Sage Handbook of Social Research Methods (pp. 536-554). London, England: Sage.

The Motivational and Learning Benefits of Autonomy-Supportive Classroom Practices -- Phase 1, William T. Grant Foundation, Jan. 1, 2012-Dec. 31, 2012, $92,683.

The Motivational and Learning Benefits of Autonomy-Supportive Classroom Practices -- Phase 2, William T. Grant Foundation, Jan. 1, 2013-Dec. 31, 2014, $400,008.

Human motivation

research synthesis

education practice and policy

• Society of Personality and Social Psychology (SPSP)
• American Educational Research Association (AERA)
• Society for Research Synthesis Methodology (SRSM)
• American Psychological Association (APA)
• Society of Research in Child Development (SRCD)
• American Psychological Society (APS)
• Society for the Study of Motivation (SSM)