John Ranellucci’s program of research focuses on advancing achievement motivation theories and using these theories in the design and application of motivational interventions, with a primary goal of creating a more equitable learning environment. Broadly, his research examines the patterns of relations among context, motivation, emotions, learning, and achievement outcomes in various academic settings, with an underlying focus on supporting underrepresented groups of students and teachers. His teaching interests include theories of learning and research methods. He earned his doctorate from McGill University in Educational Psychology in 2014, completed a post-doctorate at Michigan State University in 2016, and was an assistant professor at Hunter College – City University of New York in the Department of Educational Foundations from 2016 to 2020. Learn more about his research on his website.
John Ranellucci
Journals & other
Ranellucci, J., Robinson, K. A. & al. (2021). Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom, Contemporary Educational Psychology, 65, 1-15.
Bergey, B. W. & Ranellucci, J. (2021). Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics, Contemporary Educational Psychology, 65, 1-15.
Robinson, K. A., Beymer, P. N., Ranellucci, J., & Schmidt, J. A. (2020), Momentary emotion profiles in high school science and their relations to control, value, achievement, and science career intentions, Motivation Science, 6(4), 401–412.