My research interests focus on intrinsic motivation; self-regulation of motivation; gender differences in motivation for math and science; life span development differences in self-regulation; and self-regulation of motivation in online learning.
Ph.D., Columbia University
Sansone, C., Morf, C.C., & Panter, A.T. (Eds.) (2004). The Sage Handbook of Methods in Social Psychology. Thousand Oaks, CA: Sage. Download
Sansone, C. & Harackiewicz, J.M. (Eds.). (2000). Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance. San Diego, CA: Academic Press.
Sansone, C., Smith, J.L., Thoman, D., & MacNamara, A. (2012). Regulating goals-defined and experience-defined motivation when learning online: Motivation and performance tradeoffs. The Internet and Higher Education, 15 (3), 141-149. (special issue on Emotion in Online Learning Environments)
Sansone, C.; Fraughton, T.; Zachary, J.; Butner, J.; Heiner, C. (2011). Self-regulation of motivation when learning online: The importance of who, why and how. Educational Technology Research and Development, 59 (2), 199-212. (special issue on Motivation and New Media)
Smith, J.L., Sansone, C., & White, P.H. (2007). The Stereotyped Task Engagement Process: The role of interest and achievement motivation. Journal of Educational Psychology, 99, 99-114.
Sansone, C., & Thoman, D.B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10, 175-186.
Thoman, D.B. & Sansone, C. (2016). Gender bias triggers diverging science interests between women and men: The role of activity interest appraisals. Motivation and Emotion, 40, 464-477. doi: 10.1007/s11031-016-9550-1
My Current Graduate Students