Chris Rozek


*indicates student mentee first author

In Press

^*Pyne, J.R., ^Rozek, C.S., & Borman, G.D. (2018). Assessing malleable social-psychological academic attitudes in early adolescence. Journal of School Psychology, 71, 57-71. [PDF]

^authors contributed equally 

^*Schaeffer, M.W., ^Rozek, C.S., Berkowitz, T., Levine, S.C., & Beilock, S.L. Dis-associating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. (in press). Journal of Experimental Psychology: General. [PDF]

^authors contributed equally

Borman, G.D., Grigg, J., Rozek, C.S., Hanselman, P., & Dewey, N.A. (in press). Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation. Psychological Science. [PDF]

*Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Beilock, S.L., & Levine, S.C. (in press). Supporting science, technology, engineering, and mathematics (STEM) learning by helping families overcome math anxiety. In M. Caspe, T. Woods, & J.L. Kennedy (Eds.), Promising practices for engaging families in STEM learning (pp. 19-34). Charlotte, NC: Information Age Press. [PDF]


Rozek, C.S., Svoboda, R.C., Harackiewicz, J.M., Hulleman, C.S., & Hyde, J.S. (2017). Utility-value intervention with parents increases students' STEM preparation and career pursuit. Proceedings of the National Academy of Sciences, USA, 114(5), 909-914. [PDF] [Supplement]

+Downloaded over 55,000 times in the first month it was released online

~Selected media on Rozek et al. (2017):

-UChicago News: Talking to children about STEM fields boosts test scores and career interest [PDF]

-Career News: Just Talking to Kids About STEM Boosts Tests Scores [PDF]

-Couragion Corporation: Boost Kids’ STEM Grades – Simply By Talking!?! [PDF]

-Physics World: Parents' enthusiasm for science boosts teens' exam scores [PDF]

-Washington Post: How to develop STEM-confident girls at home [PDF]

-KCBS News Radio - 740 AM - 106.9 FM, San Francisco: [Clip 1]

-KCBS News Radio - 740 AM - 106.9 FM, San Francisco: [Clip 2]

Hanselman, P., Rozek, C.S., Grigg, J., & Borman, G.D. (2017). New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications. Journal of Educational Psychology, 109(3), 405-424. [PDF] [Supplement]

~Selected media on Hanselman et al. (2017):

-The Atlantic: A Worrying Trend of Psychology's Simple Little Tricks [PDF]

-Radiolab: Stereothreat (minutes ~32-35)

Beilock, S.L., Schaeffer, M.W., & Rozek, C.S. (2017). Understanding and addressing performance anxiety. In A.J. Elliot, C.S. Dweck, & D.S. Yeager (Eds.), Handbook of Competence and Motivation (2nd Edition): Theory and Application. Guilford Press.  [PDF]


Watt, H.M.G., Hyde, J.S., Petersen, J., Morris, Z.A., Rozek, C.S., & Harackiewicz, J.M. (2017). Math – A critical filter for STEM-related career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles77(3), 254-271.  [PDF]

~Selected media on Watt et al. (2017): 

-The Australian: Researchers look to make maths, sciences appealing to girls [PDF]

-U.S. News & World Report: Girls Need Confidence, Good Scores to Pursue Physics [PDF]

-Science Newsline: Interest, Skills And Belief in Own Abilities Steer Youngsters Towards STEM Jobs [PDF]


Hyde, J.S., Canning, E., Rozek, C.S., Clarke, E., Hulleman, C.S., & Harackiewicz, J.M. (2017). The role of mothers’ communication in promoting motivation for math and science course-taking in high school. Journal of Research on Adolescence27(1), 49-64.  [PDF]



*Svoboda, R.C., Rozek, C.S., Hyde, J.S., Harackiewicz, J.M., & Destin, M. (2016). Understanding the relationship between parental education and STEM course-taking through identity-based and expectancy-value theories of motivation. AERA Open2(3), 1-13.  [PDF] [Supplement]


Berkowitz, T., Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). Response to Comment on “Math at home adds up to achievement in school”. Science351(6278), 1161-1161.  [PDF]



Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology107(1), 195-206.  [PDF]


Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., & 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 Emotion39(1), 104-118.  [PDF]



+Harackiewicz, J.M., Rozek, C.S., Hulleman, C.S., & Hyde, J.S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science23(8), 899-906.  [PDF]


+Won the Cialdini Award from the Society for Personality and Social Psychology, designated "for the publication that best explicates social psychological phenomena principally through the use of field research methods and settings and that thereby demonstrates the relevance of the discipline to communities outside of academic social psychology.”


~Selected media on Harackiewicz et al. (2012) 

-CNN: Want Kids to Take Calculus?  Convince Mom First [PDF]


Tauer, J. M., Guenther, C. L., & Rozek, C. (2009). Is there a home choke in decisive playoff basketball games?. Journal of Applied Sport Psychology21(2), 148-162.  [PDF