Nathan C. Hall

Title: 
Dr.
Academic title(s): 

Associate Professor, Department of Educational and Counselling Psychology

Director, Achievement Motivation and Emotion (AME) Research Group

Contact Information
Email address: 
nathan.c.hall [at] mcgill.ca
Phone: 
514-398-3452
Department: 
Department of Educational and Counselling Psychology
Area of expertise: 

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, honours, and fellowships: 

Awards/Fellowships

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.)

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)

Selected publications: 

Journal Articles

DiMillo, J., Brosseau, D. C., Gomez-Garibello, C., Hall, N. C., Ezer, H., Wang, B., & Körner, A. (in press). Self-efficacy and comfort with partner-assisted skin examination in patients receiving follow-up care for melanoma. Health Education Research.

Harley, J. M., Lajoie, S. P., Frasson, C., & Hall, N. C. (in press). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features. International Journal of Artificial Intelligence in Education.

Schall, M., Goetz, T., Martiny, S. E., & Hall, N. C. (in press). It ain't over 'til it's over: The effect of task completion on the savoring of success. Motivation and Emotion.

Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (in press). 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.

Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (in press). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology.

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., 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.

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.

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.

Selected talks and presentations: 

Research Colloquia: Psychology Topics

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

LEADS Annual Meeting 2015, 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 2014, 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

Research Colloquia: Social Media

Technology Integrated Learning (TIL) Unit, University of Victoria, June 29, 2016

Department of Psychology, University of British Columbia, October 14, 2015

The London School of Economics and Political Science, September 22, 2015

Department of Empirical Education Research, University of Konstanz, September 16, 2015

Quote: 

If you can't say anything nice, say it as a question.