Northern Illinois University
Department of Psychology
College of Liberal Arts and Sciences

Selected Publications

• Lindeman, M. H., Durik, A., and Dooley, M. (in press). Stereotype threat and women’s self-promotion related discomfort. Psychological Reports.
• Lindeman, M. L. H., and Durik, A. M. (in press). Value affordances in students' probability of persisting as a nursing major.  Nursing Education Perspectives.
• Lindeman, M. L. H., and Durik, A. M. (in press). Sometimes less is more: The availability bias and self-generated value interventions.  Social Psychology of Education.
• Durik, A. M., and Renninger, K. A. (in press). Achievement strivings: Motives and goals that promote competence. In D. P. McAdams, R. L. Shiner, andJ. L. Tackett (Eds.) The handbook of Personality development. New York, NY: Guilford.
• Durik, A. M., Schwartz, J., Schmidt, J. A., and Shumow, L. (2018). Age differences in effects of self-generated utility among Black and Hispanic adolescents. Journal of Applied Developmental Psychology, 54, 60-68. DOI: 10.1016/j.appdev.2017.11.004
• Britt, M. A., Rouet, J. F., and Durik, A. M. (2018). Literacy beyond text comprehension: A theory of purposeful reading. New York, NY: Routledge.
• Rouet, J. F., Britt, M. A., and Durik, A. M. (2017). RESOLV: Readers' representation of reading contexts and tasks.  Educational Psychologist, 52, 200-215
• Durik, A. M., Lindeman, M. H., and Coley, S. (2017).  The power within: How individual interest promotes domain-relevant task engagement. In P. A. O’Keefe and J. M. Harackiewicz (Eds.) The science of interest (125 - 148). New York, NY: Springer. 
• Fite, R. E., Lindeman, M. H., Rogers, A. P., Voyles, E., and Durik, A. M. (2017). Knowing oneself and long-term goal pursuit: Relations among self-concept clarity, conscientiousness, and grit.  Personality and Individual Differences, 108, 191-194.
• Britt, M. A., Kopp, K. J., Durik, A. M., Blaum, D., and Hastings, P. (2016). Identifying general cognitive abilities involved in argument comprehension and evaluation. Zeitschrift für Pädagogische Psychologie, 30, 79-95. DOI 10.1024/1010-0652/a000173
• Durik, A. M., Hulleman, C. S., and Harackiewicz, J. M. (2015). One size fits some: Instructional enhancements to promote interest. In K. A. Renninger and M. Nieswandt (Eds.), Interest, the self, and K-16 mathematics and science learning.  Washington, DC:  American Educational Research Association.
• Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., and Harackiewicz, J. M. (2015).  What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance.  Motivation and Emotion, 39, 104-118.
• Watt, H. M. G., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., and Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations and career plans: A comparison of samples from Australia, Canada and the United States. Developmental Psychology. 48(6), 1594-1611. doi: 10.1037/a0027838
• Senko, C. M., Durik, A. M., Patel, L., Lovejoy, C. M., and Valentiner, D. (2012).  Performance-approach goal effects on achievement under low versus high challenge conditions.  Learning and Instruction, 23, 60-68.
• Shechter, O., Durik, A.M., Miyamoto, Y., and Harackiewicz, J. M. (2011). The role of utility value in achievement behavior: The importance of culture.  Personality and Social Psychology Bulletin, 37, 303-317.
• Lovejoy, C. M., and Durik, A. M.  (2010). Self-handicapping: The interplay between self-set and assigned achievement goals, Motivation and Emotion, 34, 242-252. 
• Matarazzo, K., Durik, A.M., and Delaney, M.  (2010). The effect of humorous instructional materials on interest in a math task, Motivation and Emotion, 34, 293-305.
• Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., and Harackiewicz, J. M.  (2010). Situational Interest Survey (SIS): An instrument to assess the role of situational factors in interest development.  Educational and Psychological Measurement, 70, 647-671.
• Durik, A.M., Lovejoy, C., and Johnson, S. J. (2009).  A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and variety in course selection.  Contemporary Educational Psychology, 34, 113-119.
• Durik, A. M., and Matarazzo, K. (2009). Revved up or turned off? How domain knowledge changes the relationship between perceived task complexity and task interest.  Learning and Individual Differences, 19, 155-159.
• Hulleman, C. S., Durik, A. M., Schweigert, S. S., and Harackiewicz, J. M.  (2008). The importance of utility value in predicting interest and performance in academics and sports.  Journal of Educational Psychology, 100(2), 398-416.
• Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., and Tauer, J. M. (2008).  The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest and performance.  Journal of Educational Psychology, 100(1), 105-122. 
• Senko, C. M., Durik, A. M., and Harackiewicz, J. M. (2008).  Historical perspectives and new directions in achievement goal theory: Understanding the effects of mastery and performance-approach goals.  In J. Shah, and W. Gardner (Eds.), Handbook of motivation science (pp. 100-113), Guilford: New York. 
• Durik, A. M., and Harackiewicz, J. M. (2007).  Different strokes for different folks: Individual interest as a moderator of the effects of situational factors on task interest.  Journal of Educational Psychology, 99(3), 597-610.
• Durik, A. M., and Eccles, J. S.  (2006). Classroom activities in math and reading in early, middle, and late elementary school.  Journal of Classroom Interaction, 41(1), 33-41.
• Watt, H. M. G., Eccles, J. S., and Durik, A. M. (2006).  The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA.  Equal Opportunities International, 25(8), 642-659.
• Durik, A. M., Vida, M., and Eccles, J. S.  (2006)  Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis.  Journal of Educational Psychology, 98(2), 382-393. 
• Hyde, J. S., and Durik, A. M. (2005).  Gender, competence, and motivation.  In A. Elliot and C. Dweck (Eds.), Handbook of competence and motivation (pp. 375-391), Guilford: New York. 
• Durik, A. M., and Harackiewicz, J. M. (2003).  Achievement goals and intrinsic motivation:  Coherence, concordance, and achievement orientation.  Journal of Experimental Social Psychology, 39(4), 378-385.