Full texts available upon request

Students or former students are italicized

Yan, V. X., Muenks, K., & Henderson, M. D. (2024). I forgot that you existed: Role of memory accessibility in the gender citation gap. American Psychologist.

Muenks, K. & Yan, Y. (2023). Do my peers have a fixed or growth mindset? Exploring the behaviors associated with undergraduate STEM students’ perceptions of their peers’ mindsets about intelligence. Motivation and Emotion.

Yan, Y., Muenks, K., Mata, R. A., & Yang, Y. (2023). How do undergraduate students’ perceptions of professor cultural competence and growth mindset relate to motivation to engage in cross-cultural interactions? Social Psychology of Education.

Wang, L., Muenks, K., & Yan, V. X. (2023). Interventions to promote retrieval practice: Strategy knowledge predicts intent, but perceived cost predicts usage. Journal of Educational Psychology.

Dillard, J. B., Sadek, K., & Muenks, K. (2023). Undergraduate perceptions of graduate teaching assistants: Competence, relatedness, and autonomy in practice. Higher Education Research & Development.

Louick, R., Emery, A., Muenks, K., & O’Grady, M. (2023). Attending to motivation during vocabulary interventions for students with or at risk for learning disabilities: A review of the literature. Topics in Language Disorders, 43(2), 97-118.

Lin, S. & Muenks, K. (2023). Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their motivation, behavior, and affect. Applied Developmental Science.

Muenks, K., Miller, J. E., Schuetze, B. A., & Whittaker, T. A. (2023). Is cost separate from or part of subjective task value? An empirical examination of expectancy-value versus expectancy-value-cost perspectives. Contemporary Educational Psychology, 72, 102149.

Rea, S. D., Wang, L., Muenks, K., & Yan, V. X. (2022). Students can (mostly) recognize effective learning, so why don’t they do it? Journal of Intelligence, 10(4), 127.

Lin, S. & Muenks, K. (2022). Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion. Contemporary Educational Psychology, 71, 102110.

Muenks, K., & Yan, V. X. (2022). University STEM instructors with stronger failure-as-debilitating mindsets are perceived to engage in fewer mastery-oriented teaching practices by their students: An exploratory study. Social Psychology of Education, 25, 1205-1219.

Kroeper, K. M., Muenks, K., Canning, E. A., & Murphy, M. C. (2022). An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms. Teaching and Teacher Education, 114, 103717.

Caporale-Berkowitz, N. A., Boyer, B. P., Muenks, K., & Brownson, C. B. (2022). Resilience, not grit, predicts retention for students following academic probation. Journal of Educational Psychology, 114(7), 1654-1669.

Payne, T. N., Muenks, K., & Aguayo, E. (2021). “Just because I am first gen doesn’t mean I’m not asking for help”: A thematic analysis of first-generation college students’ academic help-seeking behaviors. Journal of Diversity in Higher Education. Advance online publication.

Muenks, K., Yan, V. X., Woodward, N., & Frey, S. E. (2021). Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms. Learning and Individual Differences, 92, 102088.

Wigfield, A., Muenks, K., & Eccles, J. S. (2021). Achievement motivation: What we know and where we are going. Annual Review of Developmental Psychology, 3, 87-111.

Louick, R., & Muenks, K. (2021). Leveraging motivation theory for research and practice with students with learning disabilities. Theory Into Practice, 61, 102-112.

Muenks, K., Yan, V. X., & Telang, N. K. (2021). Who is part of the “mindset context”? The unique roles of perceived professor and peer mindsets in undergraduate engineering students’ motivation and belonging. Frontiers in Education, 6, 633570.

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset predict in-class psychological experiences. Journal of Experimental Psychology: General, 149, 2119-2144.

Ponnock, A., Muenks, K., Morell, M., Yang, J. S., Gladstone, J. R., & Wigfield, A. (2020). Grit and conscientiousness: Another jangle fallacy. Journal of Research in Personality, 89, 1-5.

Muenks, K., Peterson, E. G., Green, A. E., Kolvoord, R. A., & Uttal, D. H. (2020). Parents’ beliefs about high school students’ spatial abilities: Gender differences and associations with parent behavior and students’ STEM career intentions. Sex Roles, 82, 570-583.

Kroeper, K. M., Muenks, K., & Murphy, M. C. (2019). Marriage equality: On the books and on the ground? A social psychological investigation of discrimination against same-sex and interracial couples. Analyses of Social Issues and Public Policy, 19, 50-77.

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5.

Gladstone, J. G., Häfner, I., Turci, L., Kneissler, H., & Muenks, K. (2018). Associations between parents’ and students’ motivational beliefs in mathematics and mathematical performance: The role of gender. Contemporary Educational Psychology, 54, 221-234.

Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24-39.

Wentzel, K. R., Muenks, K., McNeish, D. M., & Russell, S. L. (2018). Emotional support, social goals, and classroom behavior: A multi-level, multi-site study. Journal of Educational Psychology, 110, 611-627.

Muenks, K., Yang, J. S., & Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4, 158-176.

Muenks, K., & Miele, D. B. (2017). Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors. Review of Educational Research, 87, 707-735.

Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109, 599-620.

Wentzel, K. R., Muenks, K., McNeish, D. M., & Russell, S. L. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemporary Educational Psychology, 49, 32-45.

Muenks, K., Miele, D. B., & Wigfield, A. (2016). How students’ perceptions of the source of effort influence their ability evaluations of other students. Journal of Educational Psychology, 108, 438-454.

Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of ability. Journal of Applied Developmental Psychology, 41, 78-89.

Book Chapters

Wigfield, A., Muenks, K., & Rosenzweig, E. Q. (2015a). Achievement motivation. In H. Miller (Ed.), Encyclopedia of theory in psychology (1-4). Thousand Oaks, CA: SAGE Publications.

Wigfield, A., Muenks, K., & Rosenzweig, E. Q. (2015b). Children’s achievement motivation in school. In C. Davies (Ed.), The Routledge international handbook of social psychology in the classroom. New York, NY: Routledge.

Wentzel, K. R., & Muenks, K. (2015). Peer influence on students’ motivation, academic achievement, and social behavior. In K. R. Wentzel & G. B. Ramani (Eds.), Social influences on social-emotional, motivation, and cognitive outcomes in school contexts (13-30). New York, NY: Taylor Francis.

The Department of Educational Psychology is currently ranked 9th in the nation among public institutions by U.S. News & World Report.