• Bio:

    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.

  • Recent Publications:

    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.

  • Current Projects:

    Dr. Ranellucci’s research focuses on motivational interventions and the structural relation among motivation, emotion, learning strategies, and academic achievement in the context of traditional and technology rich learning environments.