I have authored 50 books, chapters, and technical reports and 150> research articles, and given more than 400 conference presentations and 80+ invited addresses. My work appears in publication outlets sponsored by the Canadian Psychological Association, American Psychological Association, Association for Psychological Science, American Educational Research Association, Association for the Study of Higher Education, Gerontological Society of America, and American Sociological Association.

Selected Publications

Books, Monographs, Chapters

Chipperfield, J. G., Hamm, J. M., Perry, R. P., & Ruthig, J. C. (2017). Perspectives on studying perceived control in the 21st century. In M. D. Robinson & M. Eid (Eds.), The happy mind: Cognitive contributions to well-being (pp. 215–234). Springer International Publishing. https://doi.org/10.1007/978-3-319-58763-9_12

Perry, R. P., & Hamm, J. M. (2017). An attribution perspective on competence and motivation: Theory and application. In A. Elliot, C. Dweck, & D. Yeager (Eds.), Handbook of competence and motivation: Theory and applications (2nd ed., pp. 61–84). The Guilford Press.

Chipperfield, J. G., Hamm, J. M., Perry, R. P., & Ruthig, J. C. (2017). Perspectives on studying perceived control in the twenty-first century. In M. D. Robinson & M. Eid (Eds.), The happy mind: Cognitive contributions to well-being (pp. 215–234). Springer. https://doi.org/10.1007/978-3-319-58763-9_12

Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120–141). Routledge.

Perry, R. P., Chipperfield, J. G., Hladkyj, S., Pekrun, R., & Hamm, J. M. (2014). Attribution-based treatment interventions in achievement settings. In S. A. Karabenick & T. C. Urdan (Eds.), Motivational treatments (Vol. 18, pp. 1–35). Emerald Group Publishing. https://doi.org/10.1108/S0749-742320140000018000

Haynes, T. L., Perry, R. P., Stupnisky, R. H., & Daniels, L. M. (2009). A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 24, pp. 229–275). Springer. https://doi.org/10.1007/978-1-4020-9628-0_6

Perry, R. P., & Smart, J. (Eds.). (2007). The scholarship of teaching and learning in higher education: An evidence-based perspective. Springer. https://doi.org/10.1007/1-4020-5742-3

Perry, R. P., Hall, N. C., & Ruthig, J. C. (2005). Perceived (academic) control and scholastic attainment in higher education. In J. C. Smart (Ed.), Higher education handbook of theory and research (Vol. 20, pp. 477–551). Springer. https://doi.org/10.1007/1-4020-5742-3_12

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Positive emotions in education. In E. Freydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 149–174). Oxford University Press. https://doi.org/10.1093/med:psych/9780198508144.003.0008

Menges, R. J., Perry, R. P., & Associates (Eds.). (1999). Faculty in new jobs. Jossey-Bass.

Perry, R. P., Menec, V. H., & Struthers, C. W. (1999). Feeling in control. In R. Menges & Associates (Eds.), Faculty in new jobs (pp. 186–215). Jossey-Bass.

Perry, R. P., & Smart, J. (Eds.). (1997). Effective teaching in higher education: Research and practice. Agathon Press.

Perry, R. P. (1997). Teaching effectively: Which students? What methods? In R. P. Perry & J. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 154–168). Agathon Press.

Menec, V. H., & Perry, R. P. (1995). Disciplinary differences in perceptions of success: Modifying misperceptions with attributional retraining. In N. Hativa & M. Marincovich (Eds.), Disciplinary differences in teaching and learning in higher education (pp. 105–112). Jossey-Bass.

Perry, R. P. (1993). Helplessness and mastery in college students: The challenge for teaching. In M. Finkelstein, R. M. Menges, & M. Weimer (Eds.), The Princeton Invitational Conference (pp. 84–89). Seton Hall University.

Sirota, K. L., Perry, R. P., & Clifton, R. A. (1992). Ethnic density and the classroom climate: The effect on attitudes toward others in the multicultural classroom. In M. Dobkowski & I. Wallimann (Eds.), Research in inequality and social conflict (Vol. 2, pp. 223–241). JAI Press.

Perry, R. P. (1991). Perceived control in college students: Implications for instruction in higher education. In J. Smart (Ed.), Higher education handbook of theory and research (Vol. 7, pp. 1–56). Agathon Press.

Perry, R. P. (Ed.). (1990). Introduction to the special section. Journal of Educational Psychology, 82(2), 183–188. https://doi.org/10.1037/0022-0663.82.2.183

Research Articles

Pekrun, R., Marsh, H. W., Elliot, A. J., Loderer, K., Perry, R. P., Vogel, E., & Goetz, T. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology: Personality Processes and Individual Differences, 124(1), 145–178. https://doi.org/10.1037/pspp0000448

Dryden, R. P., Campbell, A., Perry, R. P., Hamm, J. M., Chipperfield, J. G., Parker, P. C., & McGowan, L. (2022). Assisting students in debt to overcome academic setbacks with a cognitive-reframing motivation intervention. Journal of Educational Psychology, 115(1), 55–72. https://doi.org/10.1037/edu0000770

Dryden, R. P., Perry, R. P., Hamm, J. M., Chipperfield, J. G., Clifton, R. A., Parker, P. C., & Krylova, M. V. (2021). An attribution-based motivation treatment to assist first-generation college students reframe academic setbacks. Contemporary Educational Psychology, 64, 101938. https://doi.org/10.1016/j.cedpsych.2020.101938

Parker, P. C., Perry, R. P., Coffee, P., Chipperfield, J. G., Hamm, J. M., Daniels, L. M., & Dryden, R. P. (2021). The impact of student-athlete social identity on psychosocial adjustment during a challenging educational transition. Psychology of Sport and Exercise, 56, 101979. https://doi.org/10.1016/j.psychsport.2021.101979

Hamm, J. M., Perry, R. P., Chipperfield, J. G., Hladkyj, S., Parker, P. C., & Weiner, B. (2020). Reframing achievement setbacks: A motivation intervention to improve eight-year graduation rates for students in STEM fields. Psychological Science, 31(6), 623–633. https://doi.org/10.1177/0956797620904451

Chipperfield, J. G., Hamm, J. M., Perry, R. P., Parker, P. C., Ruthig, J., & Lang, F. R. (2019). A healthy dose of realism: The role of optimistic and pessimistic expectations when facing a downward spiral in health. Social Science & Medicine, 232, 444–452. https://doi.org/10.1016/j.socscimed.2018.08.030

Hamm, J. M., Kamin, S., Chipperfield, J. G., Perry, R. P., & Lang, F. R. (2019). The detrimental consequences of overestimating future health in late life. The Journals of Gerontology: Series B, Psychological Sciences and Social Sciences, 74(3), 373–381. https://doi.org/10.1093/geronb/gbx074

Parker, P. C., Chipperfield, J. G., Perry, R. P., Hamm, J. M., & Hoppmann, C. A. (2019). Attributions for physical activity in very old adults: Predicting everyday physical activity and mortality risk. Psychology & Health, 34(2), 216–231. https://doi.org/10.1080/08870446.2018.1523407

Hamm, J. M., Perry, R. P., Chipperfield, J. G., Parker, P. C., & Heckhausen, J. (2019). A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism. Motivation Science, 5(2), 116–134. https://doi.org/10.1037/mot0000107

Parker, P. C., Perry, R. P., Hamm, J. M., Chipperfield, J. G., Hladkyj, S., & Leboe-McGowan, L. (2018). Attribution-based motivation treatment efficacy in high-stress student athletes: A moderated-mediation analysis of cognitive, affective, and achievement processes. Psychology of Sport and Exercise, 35, 189–197. https://doi.org/10.1016/j.psychsport.2017.12.002

Parker, P. C., Perry, R. P., Chipperfield, J. G., Hamm, J. M., & Pekrun, R. (2018). An attribution-based motivation treatment for low control students who are bored in online learning environment. Motivation Science, 4(2), 177–184. https://doi.org/10.1037/mot0000081

Hamm, J. M., Perry, R. P., Chipperfield, J. G., Murayama, K., & Weiner, B. (2017). Attribution-based motivation treatment efficacy in an online learning environment for students who differ in cognitive elaboration. Motivation and Emotion, 41(5), 600–616. https://doi.org/10.1007/s11031-017-9632-8

Hamm, J. M., Chipperfield, J. G., Perry, R. P., Parker, P. C., & Heckhausen, J. (2017). Tenacious self-reliance in health maintenance may jeopardize late life survival. Psychology and Aging, 32(7), 628–635. https://doi.org/10.1037/pag0000201

Chipperfield, J. G., Perry, R. P., Hamm, J. M., Pekrun, R., & Lang, F. R. (2017). Paradoxical effects of perceived control on survival. The Journals of Gerontology: Series B, Psychological Sciences and Social Sciences, 73(7), 1166–1174. https://doi.org/10.1093/geronb/gbx002

Chipperfield, J. G., Perry, R. P., Pekrun, R., Barchfeld, P., Lang, F. R., & Hamm, J. M. (2016). Paradoxical effects of perceived control on health behavior. PLOS ONE, 11(3), e0148921. https://doi.org/10.1371/journal.pone.0148921

Stewart, T. L., Chipperfield, J. G., Perry, R. P., & Hamm, J. (2014). Attributing heart attack and stroke to “old age”: Implications for subsequent health outcomes among older adults. Journal of Health Psychology, 21(1), 40–49. https://doi.org/10.1177/1359105314521477

Hamm, J. M., Chipperfield, J. G., Perry, R. P., Heckhausen, J., & Mackenzie, C. S. (2014). Conflicted goal engagement: undermining physical activity and health in late life. The Journals of Gerontology: Series B, Psychological Sciences and Social Sciences, 69(4), 533–542. https://doi.org/10.1093/geronb/gbu048

Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696–710. https://doi.org/10.1037/a0036006

Stewart, T. L., Chipperfield, J. G., Perry, R. P., & Weiner, B. (2012). Attributing illness to “old age”: Consequences of a self-directed stereotype for health and mortality. Psychology & Health, 27(8), 881–897. https://doi.org/10.1080/08870446.2011.630735

Chipperfield, J. G., Newall, N. E., Perry, R. P., Bailis, D. S., Stewart, T. L., & Ruthig, J. C. (2012). Sense of control in late life: Implications for health and survival. Personality and Social Psychology Bulletin, 38(7), 879–891. https://doi.org/10.1177/0146167212444758

Stupnisky, R. H., Perry, R. P., Renaud, R. D., & Hladkyj, S. (2012). Looking beyond grades: Comparing self-esteem and perceived control as predictors of first-year college students’ well-being. Learning and Individual Differences, 22(5), 513–530. https://doi.org/10.1016/j.lindif.2012.07.008

Pekrun, R., Goetz, T., & Perry, R. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002

Stupnisky, R. H., Stewart, T. L., Daniels, L., & Perry, R. P. (2011). When do students ask why? Examining the precursors and outcomes of causal search among first-year college students. Contemporary Educational Psychology, 36(3), 201–211. https://doi.org/10.1016/j.cedpsych.2010.06.004

Hall, N. C., Chipperfield, J. G., Heckhausen, J., & Perry, R. P. (2010). Control striving in older adults with serious health problems: A 9-year longitudinal study of survival, health, and well-being. Psychology and Aging, 25(2), 432–445. https://doi.org/10.1037/a0019278

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring appraisal antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. https://doi.org/10.1037/a0019243

Perry, R. P., Stupnisky, R. H., Hall, N. C., Chipperfield, J. G., & Weiner, B. (2010). Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings. Journal of Social and Clinical Psychology, 29(6), 668–700. https://doi.org/10.1521/jscp.2010.29.6.668

Chipperfield, J. G., Perry, R. P., Weiner, B., & Newall, N. E. (2009). Reported causal antecedents of discrete emotions in late life. International Journal of Aging & Human Development, 68(3), 215–241. https://doi.org/10.2190/AG.68.3.c

Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948–963. https://doi.org/10.1037/a0016096

Haynes, T. L., Heckhausen, J., Chipperfield, J. G., Perry, R. P., & Newall, N. E. (2009). Primary and secondary control strategies: Implications for health and well-being among older adults. Journal of Social and Clinical Psychology, 28(2), 165–197. https://doi.org/10.1521/jscp.2009.28.2.165

Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584–608. https://doi.org/10.1016/j.cedpsych.2007.08.002

Chipperfield, J. G., Perry, R. P., Bailis, D. S., Ruthig, J. C., & Chuchmach, L. P. (2007). Gender differences in use of primary and secondary control strategies in older adults with major health problems. Psychology and Health, 22(1), 83–105. https://doi.org/10.1080/14768320500537563

Chipperfield, J. G., & Perry, R. P. (2006). Primary- and secondary-control strategies in later life: Predicting hospital outcomes in men and women. Health Psychology, 25(2), 226–236. https://doi.org/10.1037/0278-6133.25.2.226

Haynes, T. L., Daniels, L. M., Stupnisky, R. H., Perry, R. P., & Hladkyj, S. (2008). The effect of attributional retraining on mastery and performance motivation among first-year college students. Basic and Applied Social Psychology, 30(3), 198–207. https://doi.org/10.1080/01973530802374972

Bailis, D. S., Chipperfield, J. G., & Perry, R. P. (2005). Optimistic social comparisons of older adults low in primary control: A prospective analysis of hospitalization and mortality. Health Psychology, 24(4), 393–401. https://doi.org/10.1037/0278-6133.24.4.393

Perry, R. P., Hladkyj, S., Pekrun, R., Clifton, R., & Chipperfield, J. G. (2005). Perceived academic control and failure in college students: A three-year study of scholastic attainment. Research in Higher Education, 46(5), 535–569. https://doi.org/10.1007/s11162-005-3364-4

Perry, R. P. (2004). Intimations of the 21st century. Educational Research and Evaluation, 10(6), 551–558. https://doi.org/10.1080/13803610512331383559

Chipperfield, J. G., Campbell, D., & Perry, R. P. (2004). Stability in perceived control: Implications for health among very old community-dwelling adults. Journal of Aging and Health, 16(1), 116–147. https://doi.org/10.1177/0898264303260447

Perry, R. P. (2003). Perceived (academic) control and causal thinking in achievement settings. Canadian Psychology / Psychologie canadienne, 44(4), 312–331. https://doi.org/10.1037/h0086956

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–106. https://doi.org/10.1207/S15326985EP3702_4

Perry, R. P., Hladkyj, S., Pekrun, R., & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 93(4), 776–789. https://doi.org/10.1037/0022-0663.93.4.776

Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance at college. Research in Higher Education, 41(5), 579–590. https://doi.org/10.1023/A:1007094931292

Menec, V. H., Chipperfield, J. G., & Perry, R. P. (1999). Self-perceptions of health: A prospective analysis of mortality, control, and health. The Journals of Gerontology: Series B, Psychological Sciences and Social Sciences, 54B(2), P85–P93. https://doi.org/10.1093/geronb/54B.2.P85

Perry, R. P. (1999). Teaching for success: Assisting helpless students in their academic development. Education Canada, 39(3), 16–19.

Perry, R. P., Schönwetter, D. J., Magnusson, J.-L., & Struthers, C. W. (1994). Students’ explanatory schemas and the quality of college instruction: Some evidence for buffer and compensation effects. Research in Higher Education, 35(3), 349–371. https://doi.org/10.1007/BF02496828

Menec, V. H., Perry, R. P., Struthers, C. W., Schönwetter, D. J., Hechter, F. J., & Eichholz, B. L. (1994). Assisting at-risk college students with attributional retraining and effective teaching. Journal of Applied Social Psychology, 24(8), 675–701. https://psycnet.apa.org/doi/10.1111/j.1559-1816.1994.tb00607.x

Perry, R. P., Hechter, F. J., Menec, V. H., & Weinberg, L. (1993). Enhancing achievement motivation and performance in college students: An attributional retraining perspective. Research in Higher Education, 34(6), 687–723. https://doi.org/10.1007/BF00992156

Perry, R. P., & Penner, K. S. (1990). Enhancing academic achievement in college students through attributional retraining and instruction. Journal of Educational Psychology, 82(2), 262–271. https://doi.org/10.1037/0022-0663.82.2.262

Perry, R. P., & Magnusson, J. L. (1989). Causal attributions and perceived performance: Consequences for college students’ achievement and perceived control in different instructional conditions. Journal of Educational Psychology, 81(2), 164–172. https://doi.org/10.1037/0022-0663.81.2.164

Magnusson, J. L., & Perry, R. P. (1989). Stable and transient determinants of students’ perceived control: Implications for instruction in the college classroom. Journal of Educational Psychology, 81(3), 362–370. https://doi.org/10.1037/0022-0663.81.3.362

Perry, R. P., & Tunna, K. (1988). Perceived control, Type A/B behavior, and quality of instruction. Journal of Educational Psychology, 80(1), 102–110. https://doi.org/10.1037/0022-0663.80.1.102

Weiner, B., Perry, R. P., & Magnusson, J. (1988). An attributional analysis of reactions to stigmas. Journal of Personality and Social Psychology, 55(5), 738–748. https://doi.org/10.1037/0022-3514.55.5.738

Perry, R. P., & Magnusson, J. L. (1987). Effective instruction and students’ perceptions of control in the college classroom: Multiple-lecture effects. Journal of Educational Psychology, 79(4), 453–460. https://doi.org/10.1037/0022-0663.79.4.453

Perry, R. P., Magnusson, J. L., Parsonson, K. L., & Dickens, W. J. (1986). Perceived control in the college classroom: Limitations in instructor expressiveness due to noncontingent feedback and lecture content. Journal of Educational Psychology, 78(2), 96–107. https://doi.org/10.1037/0022-0663.78.2.96

Clifton, R. A., & Perry, R. P. (1985). Has ethnic prejudice increased in Winnipeg schools? A comparison of Bogardus social distance scales in 1971 and 1981. Canadian Ethnic Studies, 17(2), 72–80.

Perry, R. P., & Dickens, W. J. (1984). Perceived control in the college classroom: Response–outcome contingency training and instructor expressiveness effects on student achievement and causal attributions. Journal of Educational Psychology, 76(5), 966–981. https://doi.org/10.1037/0022-0663.76.5.966

Abrami, P. C., Leventhal, L., & Perry, R. P. (1982). Educational seduction. Review of Educational Research, 52(3), 445–464. https://doi.org/10.3102/00346543052003446

Abrami, P. C., Dickens, W. J., Perry, R. P., & Leventhal, L. (1980). Do teacher standards for assigning grades affect student evaluations of instruction? Journal of Educational Psychology, 72(1), 107–118. https://doi.org/10.1037/0022-0663.72.1.107

Perry, R. P., Abrami, P. C., & Leventhal, L. (1979). Educational seduction: The effect of instructor expressiveness and lecture content on student ratings and achievement. Journal of Educational Psychology, 71(1), 107–116. https://doi.org/10.1037/0022-0663.71.1.107

Perry, R. P., Abrami, P. C., Leventhal, L., & Check, J. (1979). Instructor reputation: An expectancy relationship involving student ratings and achievement. Journal of Educational Psychology, 71(6), 776–787. https://doi.org/10.1037/0022-0663.71.6.776

Perry, R. P. (1976). The effect of selective attention on communicating personality impressions. Journal of Social Psychology, 98(1), 121–130. https://doi.org/10.1080/00224545.1976.9923373

Perry, R. P., & Boyd, J. E. (1974). The effect of message length, motivation, and object–person presentation method on communicating personality impressions. Journal of Social Psychology, 92(1), 115–125. https://doi.org/10.1080/00224545.1974.9923079

Perry, R. P., Niemi, R. R., & Jones, K. (1974). Effect of prior teaching evaluations and lecture presentation on ratings of teacher performance. Journal of Educational Psychology, 66(6), 851–856.

Perry, R. P., & Boyd, J. E. (1972). Communicating impressions of people: A methodological study of person perception. Journal of Social Psychology, 86(1), 95–103. https://doi.org/10.1080/00224545.1972.9918599