John Ranellucci
Assistant Professor of Educational Foundations, Hunter College

Dr. Ranellucci is an assistant professor of educational psychology in the Department of Educational Foundations and Counseling at Hunter College, CUNY. He completed a post-doc with Lisa Linnenbrink-Garcia in Educational Psychology and Educational Technology at Michigan State University in East Lansing and a PhD in educational psychology in the Department of Educational and Counselling Psychology at McGill University in Montreal under the supervision of Krista Muis and Nathan Hall.

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.;
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. 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.;
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.