Nathan Hall



Department of Educational and Counselling Psychology (ECP)

 

Photo of Nathan Hall

Assistant Professor - Learning Sciences, Department of Educational and Counselling Psychology (ECP)


Education Building, Rm 543 [Map]
3700 rue McTavish Montreal Quebec Canada
Montreal, Quebec
H3A 1Y2
 
 
514-398-3452 [Office]

Email

External website 
 

Courses

EDPE 575 Educational Measurement
EDPE 635 Theories of Learning&Instruct
EDPE 636 Motivation and Instruction
EDPE 668 Adv. Seminar in Learning Sci.



PhD University of Manitoba, Social Psychology
MA University of Manitoba, Social Psychology
BA University of Manitoba, Psychology, Honours

 

Research Overview

My primary research focus involves the evaluation of achievement motivation theories, the consequences of motivational strategies and discrete emotions on long-term health, motivation, and achievement outcomes in young and older adults, as well as the development of innovative motivational programs for at-risk individuals in higher education.

Academic Positions

Assistant Professor - McGill University (Aug. 2010 - Present)

Assistant Professor - University of Maryland, College Park (Jan. 2009 - June 2010)

Post-Doctoral Fellow - University of Munich (Spring/Summer 2007/2008/2010)

Post-Doctoral Fellow - University of California, Irvine (Jan. 2006 - Jan. 2008)

Grant Funding as P.I.

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

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

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)

Research & Teaching Awards

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)

Recent First-Authored Publications

Hall, N. C., & Goetz., T. (Eds.). (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Bingley, UK: Emerald.

Hall, N. C. (2012). Life in transition: A motivational perspective. Canadian Psychology, 53(1), 63-66.

Hall, N. C., Jackson, 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.

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.

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.

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.

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.

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.

Recent Co-Authored Publications

Simon, R. A., Aulls, M. W., Dedic, H., Hubbard, K. A., & Hall, N. C. (in press). Exploring student persistence in STEM programs: A motivational model. Canadian Journal of Education.

Wang, H., Hall, N. C., & Rahimi. S. (in press). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education.

Goetz, T., Bieg, M., & Hall, N. C. (in press). Assessing academic emotions via the experience sampling method. In P. Schutz & M. Zembylas (Eds.), Methodological advances in research on emotion in education. New York: Springer.

Goetz, T., & Hall, N. C. (in press). Boredom in the context of learning and achievement. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions in education. New York, NY: Routledge.

Ranellucci, J., Poitras, E. G., Bouchet, F., Lajoie, S. P., & Hall, N. C. (in press). Understanding emotional expressions in social media through educational data mining. In S. Tettegah & R. E. Ferdig (Eds.), Emotions and technology. Elsevier.

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.

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.

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.

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.

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.

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.

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., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2011). Between-domain relations of academic emotions: Does having the same instructormake a difference? Journal of Experimental Education, 79, 84-101.

Goetz, T., Cronjaeger, H., Frenzel, A. C., Ludtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificityand 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.

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.

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.

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.

Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R. H., & Chipperfield, J. G. (2008). A longitudinal analysis of perceived controland emotions in an academic setting. 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.

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.

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 inlater 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). Predicting student teachers’ competence and careeruncertainty: The role 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 wellbeing. Journal of Positive Psychology, 1, 173-186.

Goetz, T., Frenzel, A. C., Pekrun, R. H., & Hall, N. C. (2006). The domain specificity of emotional experiences. Journal of Experimental Education, 75, 5-29.

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., 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.

Haynes, T. L., Ruthig, J. C., Perry, R. P., Stupnisky, R. H., & Hall, N. C. (2006). Reducing the academic risks of over-optimism: Thelongitudinal effects of attributional retraining on cognition and achievement. Research in Higher Education, 47, 755–779.