Home > Helen Patrick - Faculty Profiles
Faculty Profiles
Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 5122work Work Phone: (765) 496-2368work Work Email: hpatrick@purdue.eduINTERNET
Helen Patrick
Professor Educational Psychology & Research MethodologyEducational Studies
– Profile
+ Education
- Ph.D. — Education & Psychology, University of Michigan, Ann Arbor (1998)
- M.A. — Education, University of Auckland, Auckland, New Zealand (1993)
- B.A. — Education, University of Auckland, Auckland, New Zealand (1991)
+ Experience
- 2010 – Present
Professor of Educational Psychology
College of Education, Purdue University - 2005 – 2010
Associate Professor of Educational Psychology
College of Education, Purdue University - 2001 – 2005
Assistant Professor of Educational Psychology
College of Education, Purdue University - 1999 – 2001
Assistant Professor of Educational Psychology
College of Education, Northern Illinois University
+ Research and Publications
Motivation and Academic Engagement, including associations among student motivation and engagement, classroom motivational environments, and teachers’ beliefs and practices.
Current research involves measuring the reliability and validity of observational measures of classrooms and instructional practice. She is PI of the Measures of Effective Teaching (MOET) project, funded by the U.S. Department of Education, Institute of Education Sciences from 2014-2018.
From 2005-2009 was Co-PI of the Scientific Literacy Project (SLP), funded by the U.S. Department of Education to research science instruction in kindergarten. More information about the SLP can be found at the SLP website.
Selected Publications
- Patrick, H. (2023). Most motivation research in education is not yet useful for teachers. In M. Bong, S. Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 360-365). Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0064
- Patrick, H. (2023). What teachers need to know about promoting student motivation to learn. In M. Bong, S. Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 329-334). Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0059
- Oh, H., Patrick, H., Kilday, J. E., & Ryan, A. M. (2023). The need for relatedness in college engineering: A self-determination lens on academic help seeking. Journal of Educational Psychology.
- Patrick, H., & Kaplan, A. (2022). Promoting students’ growth motivation: Mastery-structured classrooms. In K. Allen, M. J. Furlong, D. A. Vella-Brodrick, & S. M. Suldo (Eds.), Handbook of positive psychology in schools: Supporting process and practice (3rd ed., pp. 295-308). Taylor & Francis. https://doi.org/10.4324/97810030137,8
- Anderman, E. M., Patrick, H., & Ha, S. Y. (2022). Achievement goal theory and engagement. In A. L. Reschly, & S. L. Christenson (Eds.), The handbook of research on student engagement (2nd ed.; pp. 511-528). Springer Science.
- Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64. doi.org/10.1016/j.cedpsych.2021.101950
- Lu, Y., Li, Q., Patrick, H., & Mantzicopoulos, P. Y. (2021). “Math gives me a tummy ache!” Development and validation of the Young Children’s Math Anxiety Scale. Journal of Experimental Education, 89(2), 362-38. doi.org/10.1080/00220973.2019.1680518
- Patrick, H., Mantzicopoulos, P., & French, B. F. (2020). The predictive validity of classroom observations: Do teachers’ Framework for Teaching scores predict kindergarteners’ achievement and motivation? American Educational Research Journal, 57(5), 2021-2058. doi.org/10.3102/0002831219891409
- Patrick, H., French, B. F., & Mantzicopoulos, P. Y. (2020). The reliability of Framework for Teaching scores in kindergarten. Journal of Psychoeducational Assessment, 38(7), 831-845. doi.org/10.1177/0734282920910843
- Mantzicopoulos, P., French, B. F., & Patrick, H. (2019). The quality of mathematics instruction in kindergarten: Associations with students’ achievement and motivation. Elementary School Journal, 119(4), 651-676. doi.org/10.1086/703176
- Ahn, I., Patrick, H., Chiu, M. M., & Levesque-Bristol, C. (2019). Measuring teachers’ practices that support student motivation: Examining the factor structure of the Teacher as Social Context Questionnaire using multilevel factor analysis. Journal of Psychoeducational Assessment, 37(6), 743-756. doi.org/10.1177/0734282918791655
- Mantzicopoulos, P., Patrick, H., Strati, A., & Watson, J. S. (2018). Predicting kindergarteners’ achievement and motivation from observational measures of teaching effectiveness. The Journal of Experimental Education, 86(2), 214-232. doi.org/10.1080/00220973.2016.1277338
- Mantzicopoulos, P., French, B. F., Patrick, H., Watson, J. S., & Ahn, I. (2018). The stability of kindergarten teachers’ effectiveness: A Generalizability study comparing the Framework for Teaching and the Classroom Assessment Scoring System. Educational Assessment, 23(1), 24-46. doi.org/10.1080/10627197.2017.1408407
- Patrick, H., & Mantzicopoulos, P. (2016). Is effective teaching stable? The Journal of Experimental Education, 84(1), 23-47. doi.org/10.1080/00220973.2014.952398
- Patrick, H., Turner, J. C., & Strati, A. (2016). Classroom and school-level influences on student motivation. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 241-257). Routledge. https://doi.org/10.4324/9781315769929
- Kaplan, A., & Patrick, H. (2016). Learning environments and motivation. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 251-274). Routledge. https://doi.org/10.4324/9781315773384
- Patrick, H., & Mantzicopoulos, P. (2015). Young children’s motivation for learning science. In K. C. Trundle, & M. Saçkes (Eds.), Research in early childhood science education (pp. 7-34). Springer. https://doi.org/10.1007/978-94-017-9505-0_2
- Patrick, H., & Mantzicopoulos, P. (2015). The role of meaning systems in the development of motivation. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge international handbook of social psychology of the classroom (pp. 67-79). Routledge. https://doi.org/10.4324/9781315716923
- Patrick, H. & Mantzicopoulos, P. (2014). Engaging young children with informational books. Thousand Oaks, CA: Corwin Press.
- Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science literacy in school and home contexts: Kindergarteners’ science achievement and motivation. Cognition and Instruction, 31, 62-119.
- Patrick, H., Mantzicopoulos, P., & Sears, D. (2012). Effective classrooms. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook. Volume 2: Individual differences and cultural and contextual factors (pp. 443-469). Washington, DC: American Psychological Association.
- Patrick, H., Kaplan, A., & Ryan, A., M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and the classroom social climate. Journal of Educational Psychology, 103, 367-382.
- Patrick, H., Johnson, K., Mantzicopoulos, P., & Gray, D. L. (2011). “I tell them I know how to do my ABCs!” Kindergarteners’ reports about their school-related conversations with their parents and associations with adjustment and achievement. The Elementary School Journal, 112, 383-405.
- Patrick, H., Anderman, L. H., Bruening, P. S., & Duffin, L. C. (2011). The role of educational psychology in teacher education: Three challenges for educational psychologists. Educational Psychologist, 46, 71-83.
- Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference? Journal of Research in Science Teaching, 46, 166-191.
- Patrick, H., & Ryan, A., M. (2008). What do students think about when evaluating their classroom’s mastery goal structure? An examination of young adolescents’ explanations. Journal of Experimental Education, 77, 99-123.
- Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of young children’s motivation for science and teacher-child relationships. Journal of Experimental Education, 76, 121-144.
- Patrick, H., Ryan, A., M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83-98.
+ Courses Typically Taught
- EDPS 23500 — Learning and Motivation
- EDPS 53000 — Advanced Educational Psychology
- EDPS 53300 — Introduction to Educational Research
- EDPS 53600 — Achievement Motivation and Performance
- EDPS 63300 — Seminar in Educational Psychology