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Institution
University of Wisconsin, MadisonCurrent Position
Professor Highest Degree
Ph.D. in Psychology from Harvard University, 1980
Research Interests
 | Applied Social Psychology |
| Motivation/Goal Setting |
| Personality |
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Judith Harackiewicz
Department of Psychology
University of Wisconsin
1202 West Johnson Street
Madison, Wisconsin 53706-1696
U.S.A.
Home Page
Phone: (608) 262-5924
Fax: (608) 262-4029
I am interested in human motivation, specifically intrinsic motivation and achievement motivation. I study how different kinds of performance evaluation and feedback influence an individual's interest in an activity, and how interest develops over time. For example, I study how goal-setting, rewards, and competition influence task enjoyment, and how personality variables moderate these effects. I am also interested in motivational issues in educational psychology. My graduate students and I do experimental laboratory studies as well as longitudinal studies in college classes.I am currently the Editor of Personality and Social Psychology Bulletin.
 Books:
 Sansone, C., & Harackiewicz, J. M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego, CA: Academic Press.
Journal Articles:
- Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706 722.
- Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007). Performance-approach and performance-avoidance goals: When uncertainty makes a difference. Personality and Social Psychology Bulletin, 33, 813-827.
- Durik, A., & Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99,597-610.
- Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology.
- Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.
- Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
- Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (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. Journal of Educational Psychology, 94, 562-575.
- Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. (2007). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 99.
- Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
- Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st Century. Review of Educational Research, 70, 151 179.
- Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (in press) Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology.
- Senko, C. M., & Harackiewicz, J. M. (2005). Achievement goals, performance and task interest: Why perceived difficulty matters. Personality and Social Psychology Bulletin, 31, 1739-1753.
- Tauer, J. M., & Harackiewicz, J. M. (2004). The effects of cooperation and competition on intrinsic motivation and performance. Journal of Personality and Social Psychology, 86, 849-861.
- Tauer, J. M., & Harackiewicz, J. M. (2004). The effects of cooperation and competition on intrinsic motivation and performance. Journal of Personality and Social Psychology, 86, 849-861.
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