John Ranellucci

Picture of John Ranellucci

Assistant Professor

john.ranellucci@hunter.cuny.edu
212-772-5667
W904
Mondays 2:00 - 3:00 and by appointment
Education

2016 Post-Doctoral Scholar, Department of Counseling, Educational Psychology, and Special Education, Michigan State University
2013 Ph.D. Educational Psychology, McGill University
2009 M.Ed. Educational Psychology, McGill University
2007 B.A. Psychology, Specialization, Minor: Education, Concordia University

Teaching

EDPS 701: Statistics and Statistical Computing I
EDPS 702: Educational Research Methods
EDPS 703: Learning and Behavior Theories
EDPS 711: Metacognitive and Cognitive Processes in Education
ECF 200: Human Development and Theories of Learning

Research

Achievement motivation
Control-value theory
Educational technology
Emotions
Expectancy-value theory
Interventions
STEM education

Publications

Robinson, K. A., Ranellucci, J., Lee, Y.-K., Wormington, S. V., Roseth, C. J., & Linnenbrink-Garcia, L. (2017). Affective profiles and academic success in a college science course. Contemporary Educational Psychology, 51, 209-221.

Shin, T. S., Ranellucci, J., & Roseth, C. J. (2017). Effects of peer and instructor rationales on online students’ motivation and achievement. International Journal of Educational Research, 82, 184-199.

Duffy, M., Muis, K. R., Foy, M. J., Trevors, G., & Ranellucci, J. (2016). Exploring relations between teachers’ beliefs, instructional practices, and students’ beliefs in statistics. International Education Research, 4, 37-66.

Muis, K. R., Winne, P. H., & Ranellucci, J. (2016). The role of calibration bias and performance feedback in achievement goal regulation. International Education Research, 4, 14-36.

Hall, N. C., Sampasivam, S., Muis, K. R., & Ranellucci, J. (2016). Achievement goals and emotions: The meditational roles of perceived progress, control, and value. British Journal of Educational Psychology, 86, 313-330.

Muis, K. R., Trevors, G., Duffy, M., Ranellucci, J., & Foy, M. J. (2016). Testing the TIDE: Examining the nature of students’ epistemic beliefs using a multiple methods approach. Journal of Experimental Education, 84, 264-288.

Linnenbrink-Garcia, L., Wormington, S. V., & Ranellucci, J. (2016). Measuring affect in educational contexts: A circumplex approach. 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. (2016). Understanding emotional expressions in social media through educational data mining. Chapter in S. Tettegah & R. E. Ferdig (Eds.). Emotions and Technology. Elsevier.

Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1, 98-120.

Muis, K. R., Ranellucci, J., Trevors, G., & Duffy, M. (2015). The effects of technology-mediated immediate feedback on kindergarten students’ attitudes, emotions, engagement and learning outcomes during literacy skills development. Learning and Instruction, 38, 1-13.

Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teacher’s emotions and instructional behavior for their student’s emotions – An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.

Muis, K. R., Duffy, M., Trevors, G., Ranellucci, J., & Foy, M. J. (2014). What were they thinking? Using cognitive interviewing to examine the validity of self-reported epistemic beliefs. International Education Research, 2, 17-32.

Muis, K. R., Ranellucci, J., Franco, G. M., & Crippen, K. (2013). The interactive effects of personal achievement goals and performance feedback in an undergraduate science class. Journal of Experimental Education, 81, 556-578.

Lajoie, S., Hong, Y. J., Naismith, L., Poitras, E. G., Cruz-Panesso, I, Ranellucci, J., & Wiseman, J. (2013). Technology rich tools to support self-regulated learning and performance in medicine. Chapter in R. Azevedo & V. Aleven (Eds.). International Handbook of Metacognition and Learning Technologies. New York, NY: Springer.

Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L., & Franco, G. M. (2013). To master or perform? Exploring relations between achievement goals and conceptual change learning. British Journal of Educational Psychology, 83, 431-451.

Franco, G. M., Muis, K. R., Kendeou, P., Ranellucci, J., Sampasivam, L., & Wang, X. (2012). Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics. Learning and Instruction, 22, 62-77.