Nathan C. Hall
- Associate Dean, Faculty of Graduate and Postdoctoral Studies
- Associate Professor, Department of Educational and Counselling Psychology
- Director, Achievement Motivation and Emotion (AME) Research Group
![Nathan C. Hall Nathan C. Hall](https://www.mcgill.ca/edu-ecp/files/edu-ecp/styles/medium_focal__220_x_220_/public/nathan_hall_low_res_0.png?itok=8MTL7tI-)
My work explores the psychosocial determinants of optimal development in achievement settings, with a specific focus on the structure, effects, and self-regulation of motivation (e.g., strategies, goals, beliefs) and discrete emotions (e.g., boredom, enjoyment, anger), as well as the development and evaluation of motivational interventions (e.g., via digital/social media) as predictors of achievement (e.g., GPA, employment), persistence (e.g., dropout in students and teachers), and health (physical and psychological).
Awards/Fellowships
Outstanding Publication Award; American Educational Research Association (SIG-GPDED; 2019)
Outstanding International Research Collaboration Award; American Educational Research Association (SIG-TICL; 2017)
Faculty of Education Distinguished Teaching Award (2014)
Canadian Psychological Association President's New Researcher Award (2011)
University of Manitoba Distinguished Dissertation Award (2007)
Canadian Psychological Association Certificate of Academic Excellence (2003, 2006)
Robert J. Menges New Researcher Award, American Educational Research Association (SIGFTED, 2005)
Vineberg Research Prize in Psychology, University of Manitoba (2002)
Social Sciences & Humanities Research Council of Canada Post-Doctoral Fellowship (2005)
Alexander von Humboldt Foundation Research Fellowship (Germany, 2005)
Grant Funding (P.I.; Co-PI)
National Science Foundation; Science of Science and Innovation Policy ($348K USD / 3 years / Apr. 2019): Improving the STEM Higher Education Research Workforce: Examining Motivation as a Predictor of Faculty Research Development and Productivity
SSHRC Insight Development Grant ($61,160 / 2 years / June 2017): Female Academics’ Experiences of Harassment on Social Media
Canadian Institutes of Health Research (CIHR); Operating Grant ($256,758 / 4.5 years / July 2013): Psychosocial Predictors of Health and Survival in Late Life
SSHRC Insight Development Grant ($59,000 / 2 years / June 2013): Promoting Adjustment, Achievement, and Retention in CEGEP Students: A Mixed-Method, Motivational Perspective
SSHRC Insight Grant ($264,000 / 5 years / Apr. 2013): Motivational Interventions in Higher Education: Utilizing Internet and Mobile Technology to Improve Student Development
SSHRC Partnership Development Grant ($192,660 / 3 years / Mar. 2013): The First-Year Experience: An International Motivational Perspective
SSHRC Partnership Development Grant ($190,123 / 3 years / Mar. 2013): Transforming Teacher Training & Students' Academic Achievement with Advanced Digital Technologies
Canadian Institutes of Health Research (CIHR); Operating Grant, Regional Partnerships Program ($139,836 / 2 years / Mar. 2013): Psychosocial Predictors of Health and Survival in Late Life
Alexander von Humboldt Foundation Alumni Research Sponsorship ($2,600 / Oct. 2012): The First-Year Experience: An International Motivational Perspective
Fonds De Recherche Sur La Société Et La Culture (FQRSC) Établissement de Nouveaux Professeurs-Chercheurs ($39,555 / 3 years / Apr. 2012): L’amélioration de la réussite et de la rétention dans l’enseignement supérieur: Interventions novatrices et équilibrées relatives à la motivation
SSHRC Partnership Grant ($2,499,995 / 7 years / Mar. 2012): Learning Environments Across Disciplines (LEADS): Supporting Technology Rich Learning
Spencer Foundation Research Grant, Organizational Learning ($38,400 USD / 2 years / Oct. 2011): Facilitating Learning, Achievement, and Retention in Higher Education: An Analysis of Innovative and Balanced Motivational Interventions
SSHRC Standard Operating Grant, Committee 17 ($89,381 / 3 years / Apr. 2008 / Declined)
Journal Articles
DiMillo, J., Hall, N. C., Khanna, M., Maheu, C., & Körner, A. (2019). Skin self-examination: Partner comfort and support during examinations as predictors of self-efficacy in patients at risk for melanoma recurrence. Clinical Journal of Oncology Nursing, 23(4), 397-404. doi:10.1188/19.CJON.397-404
Hall, N. C. (2019). An overview of research on emotions in Asian learners and educators: Implications and future directions. The Asia-Pacific Education Researcher, 28(4), 363-370. doi:10.1007/s40299-019-00468-y
Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2019). The emotions of pretenure faculty: Implications for teaching and research. The Review of Higher Education, 42(4), 1489-1526. doi:10.1353/rhe.2019.0073
Sverdlik, A., & Hall, N. C. (2019). Not just a phase: Exploring the role of doctoral program stage on motivation and well-being. Journal of Adult and Continuing Education. doi:10.1177/1477971419842887
Sverdlik, A., & Hall, N. C. (2019). Not just a phase: Exploring the role of doctoral program stage on motivation and well-being. Journal of Adult and Continuing Education. doi:10.1177/1477971419842887
Wang, H., Hall, N. C., & Taxer, J. (2019). Antecedents and consequences of teachers' emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review. doi:10.1007/s10648-019-09475-3
Chang, C. -F., Gröschner, A., Hall, N. C., Alles, M., & Seidel, T. (2018). Teachers’ nonverbal behavior during video-based teacher professional development. AERA Open, 4(4), 1-15. doi: 10.1177/2332858418819851
Maymon, R., Hall, N. C., & Goetz, T. (2018). When academic technology fails: Effects of students’ attributions for computing difficulties on emotions and achievement. Social Sciences, 7(11), 223. doi:10.3390/socsci7110223
Maymon, R., Hall, N. C., Goetz, T., Chiarella, A., & Rahimi, S. (2018). Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems. PLoS ONE, 13(3), e0193443. doi:10.1371/journal.pone.0193443
Sabagh, Z., Hall, N. C., & Saroyan, A. (2018). Antecedents, correlates, and consequences of faculty burnout. Educational Research, 1-26. doi:10.1080/00131881.2018.1461573
Sverdlik, A., Hall, N. C., Hubbard, K. A., & McAlpine, L. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388. doi:10.28945/4113
Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology, 9:2305. doi:10.3389/fpsyg.2018.02305
Czajkowska, Z., Hall, N. C., Sewitch, M., Wang, B., & Körner, A. (2017). The role of patient education and physician support in self-efficacy for skin self-examination among patients with melanoma. Patient Education and Counseling, 100(8), 1505-1510.doi:10.1016/j.pec.2017.02.020
Czajkowska, Z., Wang, H., Hall, N. C., Sewitch, M., & Körner, A. (2017). Validation of the English and French versions of the brief Health Care Climate Questionnaire (HCCQ). Health Psychology Open, 4(2), 1-9. doi:10.1177/2055102917730675.
DiMillo, J., Brosseau, D. C., Gomez-Garibello, C., Hall, N. C., Ezer, H., Wang, B., & Körner, A. (2017). Self-efficacy and comfort with partner- assisted skin examination in patients receiving follow-up care for melanoma. Health Education Research, 32(2), 174–183. doi:10.1093/her/cyx037
DiMillo, J., Hall, N. C., Ezer, H., Schwarzer, R., & Korner, A. (2017). The Berlin Social Support Scales: Validation of the Received Support Scale in a Canadian sample of patients affected by melanoma. Journal of Health Psychology, 1-11. doi:10.1177/1359105317700968
Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N. C. (2017). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features. International Journal of Artificial Intelligence in Education, 27(2), 268-297. doi:10.1007/s40593-016-0126-8
Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. (2017). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence in teachers. Interdisciplinary Education and Psychology, 1(1), 10. doi: Interdisc Edu Psychol/10
Ranellucci, J., Hall, N. C., Muis, K. R., Lajoie, S. P., & Robinson, K. A. (2017). Mastery, maladaptive learning behaviors, and academic achievement: An intervention approach. Canadian Journal of Education, 40(4), 704-738.
Salimzadeh, R., Saroyan, A., & Hall, N. C. (2017). Examining the factors impacting academics’ psychological well-being: A review of research. International Education Research, 5(1), 13-44. doi:10.12735/ier.v5n1p13
Schall, M., Goetz, T., Martiny, S. E., & Hall, N. C. (2017). It ain't over 'til it's over: The effect of task completion on the savoring of success.Motivation and Emotion, 41, 38-50. doi:10.1007/s11031-016-9591-5
Sticca F., Goetz, T., Bieg, M., Hall, N. C., Eberle, F., & Haag, L. (2017). Examining the accuracy of students’ self-reported academic achievement: Evidence from a longitudinal study. PLoS ONE, 12(11), e0187367. doi:10.1371/journal.pone.0187367
Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (2017). Testing a model of pretenure faculty members’ teaching and research success: Motivation as a mediator of balance, expectations, and collegiality. The Journal of Higher Education, 88(3), 376-400. doi:10.1080/00221546.2016.1272317
Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ goal orientations: Effects on classroom goal structures and emotions.British Journal of Educational Psychology, 87, 90-107. doi:10.1111/bjep.12137
Hall, N. C., Sampasivam, L., Muis, K., & Ranellucci, J. (2016). Achievement goals and emotions: The mediational roles of perceived progress, control, and value. British Journal of Educational Psychology, 86(2), 313-330.
Hall, N. C., & Sverdlik, A. (2016). Encouraging realistic expectations in STEM students: Paradoxical effects of a motivational intervention. Frontiers in Psychology, 7, 1109.
Rahimi, S., Hall, N. C., & Pychyl, T. A. (2016). Attributions of responsibility and blame for procrastination behavior. Frontiers in Psychology, 7, 1179.
Schall, M., Martiny, S. E., Goetz, T., & Hall, N. C. (2016). Smiling on the inside: The social benefits of suppressing positive emotions in outperformance situations. Personality and Social Psychology Bulletin, 42(5), 559-571.
Bieg, M., Goetz, T., Wolter, I., & Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls’ and boys’ trait-state discrepancy in math anxiety. Frontiers in Psychology, 6, 1404.
Goetz, T., Becker, E. S., Bieg, M., Keller, M. M., Frenzel, A. C., & Hall, N. C. (2015). The glass half empty: How emotional exhaustion affects the trait-state discrepancy in self-reports of teaching emotions. PLOS ONE 10(9), e0137441.
Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98-120.
Simon, R. A., Aulls, M. W., Dedic, H., Hubbard, K. A., & Hall, N. C. (2015). Exploring student persistence in STEM programs: A motivational model. Canadian Journal of Education, 38(1), 1-27.
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130.
Weinberg, L. E., Hall, N. C., & Sverdlik, A. (2015). Attributional retraining and physical rehabilitation in later life: Intervention effects on motivation, mobility, and well-being. Physical & Occupational Therapy in Geriatrics, 33(4), 294-302.
Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U., Pekrun, R., & Lipnevich, A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38, 401-419.
Pekrun, R. H., Hall, N. C., Perry, R. P., & Goetz, T. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696-710.
Goetz, T., Bieg, M., Ludtke, O., Pekrun, R. H., & Hall, N. C. (2013). Do girls really experience more mathematics anxiety? Conflicting evidence from trait vs. state perspectives. Psychological Science, 24(10), 2079-2087.
Goetz, T., Nett, U. E., Martiny, S., Hall, N. C., Pekrun, R. H., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234.
Hall, N. C. (2012). Life in transition: A motivational perspective. Canadian Psychology, 53(1), 63-66.
Nett, U. E., Goetz, T., Hall, N. C., & Frenzel, A. C. (2012). Metacognitive strategies and test performance: An experience sampling analysis of students' learning behavior. Education Research International, 1-16.
Stupnisky, R. H., Perry, R. P., Hall, N. C., & Guay, F. (2012). Examining perceived control level and instability as predictors of first-year college students’ academic achievement. Contemporary Educational Psychology, 37, 81-90.
Goetz, T., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2011). Between-domain relations of academic emotions: Does having the same instructor make a difference? Journal of Experimental Education, 79, 84-101.
Hall, N. C., Jackson Gradt, S. E., Goetz, T., & Musu-Gillette, L. E. (2011). Attributional retraining, self-esteem, and the job interview: Benefits and risks for college student employment. Journal of Experimental Education, 79(3), 318-339.
Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36(1), 49-59.
Goetz, T., Cronjaeger, H., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35, 44-58.
Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34, 49-62.
Hall, N. C., Chipperfield, J. G., Heckhausen, J., & Perry, R. P. (2010). Control striving in older adults with serious health problems: A 9-year longitudinal study of survival, health, and well-being. Psychology and Aging, 25(2), 432-445.
Perry, R. P., Stupnisky, R. H., Hall, N. C., Chipperfield, J. G., & Weiner, B. (2010). Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings. Journal of Social and Clinical Psychology, 29(6), 668-700.
Jackson, S. E., Hall, N. C., Rowe, P., & Daniels, L. M. (2009). Getting the job: Attributional retraining and the employment interview. Journal of Applied Social Psychology, 39(4), 973-998.
Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. H. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Hall, N. C. (2008). Self-regulation of primary and secondary control in achievement settings: A process model. Journal of Social and Clinical Psychology, 27(10), 1126-1164.
Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R. H., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161-180.
Goetz, T., Frenzel, A. C., Pekrun, R. H., Hall, N. C., & Ludtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715-733.
Goetz, T., Preckel, F., Pekrun, R. H., & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3-16.
Hall, N. C., Perry, R. P., Goetz, T., Ruthig, J. C., Stupnisky, R. H., & Newall, N. E. (2007). Attributional retraining and elaborative learning: Improving academic development through writing-based interventions. Learning and Individual Differences, 17, 280-290.
Ruthig, J. C., Chipperfield, J. G., Newall, N. E., Perry, R. P., & Hall, N. C. (2007). Detrimental effects of falling on health and well-being in later life: The mediating roles of perceived control and optimism. Journal of Health Psychology, 12(2), 231-248.
Daniels, L. M., Clifton, R. A., Perry, R. P., Mandzuk, D., & Hall, N. C. (2006). Student teachers’ competence and career uncertainty: The effects of career anxiety and perceived control. Social Psychology of Education, 9, 405-423.
Goetz, T., Ehret, C., Jullien, S., & Hall, N. C. (2006). Is the grass always greener on the other side? Social comparisons of subjective well-being. Journal of Positive Psychology, 1, 173-186.
Goetz, T., Frenzel, A. C., Pekrun, R. H., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75, 5-29.
Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. H. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338.
Goetz, T., Pekrun, R. H., Hall, N. C., & Haag, L. (2006). Academic emotions from a socio-cognitive perspective: Antecedents and domain specificity of student affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.
Hall, N. C., Chipperfield, J. G., Perry, R. P., Ruthig, J. C., & Goetz, T. (2006). Primary and secondary control in academic development: Gender-specific implications for stress and health in college students. Anxiety, Stress, and Coping, 19, 189-210.
Hall, N. C., Perry, R. P., Chipperfield, J. G., Clifton, R. A., & Haynes, T. L. (2006). Enhancing primary and secondary control in achievement settings through writing-based attributional retraining. Journal of Social and Clinical Psychology, 25, 361-391.
Hall, N. C., Perry, R. P., Ruthig, J. C., Hladkyj, S., & Chipperfield, J. G. (2006). Primary and secondary control in achievement settings: A longitudinal field study of academic motivation, emotions, and performance. Journal of Applied Social Psychology, 36, 1430-1470.
Haynes, T. L., Ruthig, J. C., Perry, R. P., Stupnisky, R. H., & Hall, N. C. (2006). Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement. Research in Higher Education, 47, 755–779.
Kleine, M., Goetz, T., Pekrun, R. H., & Hall, N. C. (2005). The structure of students’ emotions experienced during a mathematical achievement test. International Reviews on Mathematics Education, 37, 221-225.
Hall, N. C., Hladkyj, S., Perry, R. P., & Ruthig, J. C. (2004). The role of attributional retraining and elaborative learning in college students’ academic development. Journal of Social Psychology, 144, 591-612.
Ruthig, J. C., Perry, R. P., Hall, N. C., & Hladkyj, S. (2004). Optimism and attributional retraining: Longitudinal effects on academic achievement, test anxiety, and voluntary course withdrawal in college students. Journal of Applied Social Psychology, 34, 709-730.
Book Contributions & Proceedings
Goetz, T., & Hall, N. C. (in press). Emotion and achievement in the classroom. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (2nd ed.). New York, NY: Routledge.
Goetz, T., Hall, N. C., & Krannich, M. (in press). Boredom. In K. A. Renninger & S. E. Hidi (Eds.), Cambridge handbook on motivation and learning. Cambridge, UK: Cambridge University Press.
Hall, N. C. (in press). Motivation and well-being in faculty and graduate students: Empirical relations with university rankings. In M. Stack, C. P. Chou, M. Ischikawa, & A. Mazawi (Eds.), Global university rankings: A high stakes game or useful tool? Toronto, ON: University of Toronto Press.
Goetz, T., Bieg, M., & Hall, N. C. (2016). Assessing academic emotions via the experience sampling method. In M. Zembylas & P. Schutz (Eds.), Methodological advances in research on emotion in education (pp. 245-258). New York: Springer.
Ranellucci, J., Poitras, E. G., Bouchet, F., Lajoie, S. P., & Hall, N. C. (2016). Understanding emotional expressions in social media through educational data mining. In S. Tettegah & R. E. Ferdig (Eds.), Emotions and technology (pp. 85-103). Elsevier.
Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N.C. (2015). An integrated emotion-aware framework for intelligent tutoring systems. In C. Conati & N. Heffernan (Eds.), Lectures Notes in Artificial Intelligence: Vol. 9112. Artificial Intelligence in Education (pp. 620-624). Switzerland: Springer.
Goetz, T., & Hall, N. C. (2014). Academic boredom. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions and education (pp. 311-330). New York, NY: Routledge.
Dresel, M., & Hall, N. C. (2013). Motivation. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 57-122). Bingley, UK: Emerald.
Goetz., T., Nett, U. E., & Hall, N. C. (2013). Self-regulated learning. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 123-166). Bingley, UK: Emerald.
Hall, N. C., & Goetz., T. (Eds.). (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Bingley, UK: Emerald.
Goetz, T., & Hall, N. C. (2013). Emotion and achievement in the classroom. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 192-195). New York, NY: Routledge.
Perry, R. P., & Hall, N. C. (2009). Attributional retraining. In E. M. Anderman & L. H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 73-76). Farmington Hills, MI: Macmillan Reference.
Perry, R. P., Hall, N. C., & Ruthig, J. C. (2007). Perceived (academic) control and scholastic attainment in college students. In R. Perry & J. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 477-551). New York: Springer.
Goetz, T., Frenzel, C. A., Pekrun, R. H., & Hall, N. C. (2006). Emotionale Intelligenz im Lern- und Leistungskontext. In R. Schulze, P. A. Freund & R. D. Roberts (Eds.), Emotionale intelligenz: Ein internationales handbuch (pp. 237-256). Göttingen: Hogrefe.
Goetz, T., Frenzel, C. A., Pekrun, R. H., & Hall, N. C. (2005). Emotional intelligence in the context of learning and achievement. In R. Schulze & R. D. Roberts (Eds.), Emotional intelligence: An international handbook (pp. 233-253). Cambridge, MA: Hogrefe & Huber Publishers.
Perry, R. P., Hall, N. C., & Ruthig, J. C. (2005). Perceived (academic) control and scholastic attainment in higher education. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 20, 363-436). The Netherlands: Springer.
Goetz, T., Zirngibl (Frenzel), A., Pekrun, R. H., & Hall, N. C. (2003). Emotions, learning and achievement from an educational-psychological perspective. In P. Mayring & C. von Rhoeneck (Eds), Learning emotions: The influence of affective factors on classroom learning (pp. 9-28). Frankfurt am Main: Peter Lang.
Research Colloquia
Keynote, Supporting Active Learning & Technological Innovation in Studies of Education (SALTISE) Annual Conference, June 3, 2019
Department of Psychology, University of Ottawa, November 16, 2018
International Congress of Applied Psychology, Montreal, QC, June 28, 2018
Society for the Improvement of Psychological Science, Grand Rapids, MI, June 25, 2018
School of Physical and Occupational Therapy, McGill University, March 19, 2018
Wilson Centre, University of Toronto Faculty of Medicine, January 23, 2018
Students in Mind (SiM) Mental Health Conference, McGill University, January 21, 2018
Keynote Address, Canadian Society for the Study of Higher Education (CSSHE) Annual Conference, May 28, 2017
Keynote Address, Peter Wall Institute for Advanced Studies, University of British Columbia, May 15, 2017
Graduate School of Journalism, University of British Columbia, May 14, 2017
LEADS Annual Meeting, McGill University, May 8, 2017
Office of Student Life and Learning, McGill University, February 17, 2017
Graduate School of Education, Stanford University, November 11, 2016
BayCHI, ACM Special Interest Group on Computer-Human Interaction, Palo Alto, CA, November 8, 2016
Department of Psychology, Simon Fraser University, October 16, 2015
Department of Psychology, University of British Columbia, October 14, 2015
The London School of Economics and Political Science, September 22, 2015
LEADS Annual Meeting, Roosevelt University, April 15, 2015
Department of Empirical Education Research, University of Konstanz, June 17, 2014
Institute of Educational Psychology, University of Munich, June 16, 2014
LEADS Annual Meeting, McGill University, May 5, 2014
Enrolment and Student Affairs Advisory Committee (ESAAC) Address, McGill University, May 5, 2014
Centre for Research in Human Development Symposium, Concordia University, March 7, 2014
Foundations of the Learning Sciences Seminar, McGill University, November 6, 2013
Faculty of Education Advising Staff Seminar, McGill University, November 5, 2013
Counselling Service Staff Seminar, McGill University, October 2, 2013
Department of Educational Psychology, University of Alberta, June 19, 2013
Department of Empirical Education Research, University of Konstanz, May 7, 2013
Centre for Research in Human Development Annual Conference, Concordia University, February 15, 2013
Institute for the Public Life of Arts and Ideas, McGill University, October 19, 2012
School Psychology Research Seminar, McGill University, February 7, 2012
CPA Annual Convention, President’s New Researcher Award Address, Toronto, ON, June 3, 2011
Learning Sciences Research Seminar, McGill University, November 9, 2010
Institute of Educational Psychology, University of Munich, July 6, 2010
Department of Empirical Education Research, University of Konstanz, June 15, 2010
Counseling Center, University of Maryland, College Park, March 3, 2010
Department of Human Development, University of Maryland, College Park, November 3, 2009
Department of Empirical Education Research, University of Konstanz, May 9, 2008
Department of Psychology, York University, October 29, 2007
Department of Psychology and Social Behavior, University of California, Irvine, October 22, 2007
Department of Psychology, University of Manitoba, September 14, 2007
Institute of Educational Psychology, University of Munich, June 14, 2007
Department of Psychology, University of Erfurt, May 31, 2007
Department of Educational Psychology, University of Ulm, May 23, 2007
Center for Educational Research, Max Planck Institute for Human Development, May 10, 2007
Department of Developmental Psychology, University of Jena, May 9, 2007
Department of Psychology and Social Behavior, University of California, Irvine, October 17, 2005
Department of Psychology, University of Manitoba, October 22, 2004
Institute of Educational Psychology, University of Munich, May 27, 2004
Centre on Aging Research Award Address, University of Manitoba, February 17, 2004
Vineberg Research Prize Invited Address, University of Manitoba, March 14, 2003
"If you can't say anything nice, say it as a question."