Preprints

Asher, M. W., Hartman, J. D., Blaser, M., Eichler, J. F., & Carvalho, P. F. (under review). The promise of mastery-based testing for promoting student engagement, self-regulated learning, and performance in gateway STEM courses. https://doi.org/10.31219/osf.io/5j84t

Carvalho, P.F., Asher, M. W., Sana, F. & Koedinger, K. R. (under review). Skip the reading assignment: Effective and efficient learning with only practice and feedback. https://osf.io/preprints/osf/9y2tb

2025

Asher, M. W., Hecht, C. A., Harackiewicz, J. M., Curtin, J. J., Parrisius, C., & Nagengast, B. (in press). Why elusive expectancy × value interactions may be critical for theory and intervention: A simulated power analysis. Motivation Science. [pdf]

Asher, M. W., Sana, F., Koedinger, K. R., & Carvalho, P. F. (2025). Practice with feedback vs. lecture: Consequences for learning, efficiency, and motivation. Journal of Applied Research in Memory and Cognition. https://doi.org/10.31234/osf.io/kft8u [pdf]

2024

Asher, M. W., & Harackiewicz, J. M. (2024). Using utility value and choice to promote interest in statistics: Effects on initial and deeper phases of interest development. Journal of Educational Psychology. https://doi.org/10.1037/edu0000921 [pdf]

Asher, M. W., Sana, F., Koedinger, K.R., & Carvalho, P.F. (2024). Students can learn more efficiently when lectures are replaced with practice opportunities and feedback. Proceedings of the Annual Meeting of the Cognitive Science Society, 46. [link]

2023

Asher, M. W., Harackiewicz, J. M., Beymer, P. N., Hecht, C. A., Lamont, L. B., Else-Quest, N. M., Priniski, S. J., Thoman, D. B., Hyde, J. S., & Smith, J. L. (2023). Utility-value intervention promotes persistence and diversity in STEM. Proceedings of the National Academy of Sciences. https://doi.org/10.1073/pnas.2300463120 [pdf]

Harackiewicz, J. M., Hecht, C. A., Asher, M. W., Beymer, P. N., Lamont, L. B., Else-Quest, N. M., Priniski, S. J., Smith, J. L., Hyde, J. S., & Thoman, D. B. (2023). A prosocial value intervention in gateway STEM courses. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspa0000356 [pdf]

French, A. M., Else-Quest, N. M., Asher, M. W., Thoman, D. B., Smith, J. L., Hyde, J. S., & Harackiewicz, J. M. (2023). An intersectional application of expectancy-value theory in an undergraduate chemistry course. Psychology of Women Quarterly. https://doi.org/10.1177/03616843231153390

Harackiewicz, J. M., & Asher, M. W. (2023). The utility value of a broad, comprehensive theory of motivation. Motivation Science, 9(1), 13–14. https://psycnet.apa.org/doi/10.1037/mot0000279

2021

Rosenzweig, E. Q., Hecht, C. A., Priniski, S. J., Canning, E. A., Asher, M. W., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2021). Inside the STEM pipeline: Changes in students’ biomedical career plans across the college years. Science Advances, 7(18). https://doi.org/10.1126/sciadv.abe0985

Rosenzweig, E. Q., Harackiewicz, J. M., Hecht, C. A., Priniski, S. J., Canning, E. A., Tibbetts, Y., Asher, M. W., & Hyde, J. S. (2021). College students’ reasons for leaving biomedical fields: Disenchantment with biomedicine or attraction to other fields? Journal of Educational Psychology, 113, 351–369. https://doi.org/10.1037/edu0000456

2013

Toner, K., Leary, M. R., Asher, M. W., & Jongman-Sereno, K. P. (2013). Feeling superior is a bipartisan issue: Extremity (not direction) of political views predicts perceived belief superiority. Psychological Science, 24, 2454–2462. https://doi.org/10.1177/0956797613494848