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Articles 1 - 8 of 8
Full-Text Articles in Educational Psychology
Women Students Learning A Stem Subject: An Analysis Of Note-Taking Practices In A Civil Engineering Course And The Association With Self-Efficacy, Cognitive Engagement, Test Anxiety, And Course Achievement, Monica Palomo, Pauline Muljana
Women Students Learning A Stem Subject: An Analysis Of Note-Taking Practices In A Civil Engineering Course And The Association With Self-Efficacy, Cognitive Engagement, Test Anxiety, And Course Achievement, Monica Palomo, Pauline Muljana
STEMPS Faculty Publications
Women students are underrepresented in STEM education. The completion rate of women students in an engineering program are known to be low. Alongside this, the COVID-19 pandemic still occurs, threatening people’s health, leading to anxiety and depression, and influencing students’ learning. Numerous studies have displayed a negative association between self-efficacy and test anxiety, especially in quantitative subjects. All together may distract students from focusing on their cognitive goals. In turn, students may not be able to concentrate, disrupting their cognitive engagement to grasp knowledge. The present case study is aimed to investigate the note-taking strategies used in a fully-synchronous Civil …
The Role Of Stereotype Threat In Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study Of Achievement And Persistence In Stem, Delaram A. Totonchi, Tony Perez, You-Kyung Lee, Kristy A. Robinson, Lisa Linnenbrink-Garcia
The Role Of Stereotype Threat In Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study Of Achievement And Persistence In Stem, Delaram A. Totonchi, Tony Perez, You-Kyung Lee, Kristy A. Robinson, Lisa Linnenbrink-Garcia
STEMPS Faculty Publications
Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students' stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype …
Science Identity Development Trajectories In A Gateway College Chemistry Course: Predictors And Relations To Achievement And Stem Pursuit, Kristy A. Robinson, Tony Perez, Justin H. Carmel, Lisa Linnenbrink-Garcia
Science Identity Development Trajectories In A Gateway College Chemistry Course: Predictors And Relations To Achievement And Stem Pursuit, Kristy A. Robinson, Tony Perez, Justin H. Carmel, Lisa Linnenbrink-Garcia
STEMPS Faculty Publications
This investigation of undergraduates’ heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes (High and Stable, Moderate and Slightly Increasing, Moderate and Declining) using growth mixture modeling. Underrepresented minorities were more likely to exhibit Moderate-and-Slightly-Increasing science identities versus High-and-Stable patterns. Students with higher perceived competence were more likely classified into the High-and-Stable class compared to the other classes. Students classified into the High-and-Stable class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest …
Combined Srl-Based Cognitive-Motivational Modules Increase Undergraduate Biology Grades, Jennifer G. Cromley, Tony Perez, Avi Kaplan, Ting Dai, Kyle Mara, Michael J. Balsai
Combined Srl-Based Cognitive-Motivational Modules Increase Undergraduate Biology Grades, Jennifer G. Cromley, Tony Perez, Avi Kaplan, Ting Dai, Kyle Mara, Michael J. Balsai
STEMPS Faculty Publications
Students’ success in undergraduate STEM courses requires effective study strategies, but also the motivation to enact them, drawing on two key tenets of Self-Regulated Learning. Interventions designed to promote students’ achievement and retention in STEM have commonly focused on either cognition or motivation. Building on Pintrich’s (2000) SRL framework, we iteratively-developed and tested the effect of different combinations of one of four cognition-focused with one of three motivation-focused intervention modules. Initial development took place in 2015-2016 and post-iterative experiments occurred in 2017. Participants were 3,092 undergraduate introductory biology students tested in 10 studies at 3 universities over 4 academic years. …
Motivation As A Complex System: Semester-Long Recursive Dynamics Of Expectancy-Value Constructs In Undergraduate Biology, Avi Kaplan, Xi Hang Cao, Ting Dai, Zoran Obradovic, Tony Perez, Jennifer G. Cromley, Kyle Mara, Michael J. Balsai
Motivation As A Complex System: Semester-Long Recursive Dynamics Of Expectancy-Value Constructs In Undergraduate Biology, Avi Kaplan, Xi Hang Cao, Ting Dai, Zoran Obradovic, Tony Perez, Jennifer G. Cromley, Kyle Mara, Michael J. Balsai
STEMPS Faculty Publications
The predominant aggregate-statistical analyses in motivational research manifest assumptions that stand in tension with understandings of motivational phenomena as dynamic, contextual, and variable among individuals. Using constructs from expectancy-value theory, we collected 13 weekly waves of data from 145 undergraduate students during one semester of an introductory biology course. We analyzed the data using dynamic autoregressive mixed-effects modeling, which captures the individual-level recursive processes among constructs, and then examined patterns across individuals’ motivational trajectories to discern general principles by which the expectancy-value system operates. The findings contribute to robust theoretical understandings of expectancy-value processes, and demonstrate the application of an …
Repairing The Leaky Pipeline: A Motivationally Supportive Intervention To Enhance Persistence In Undergraduate Science Pathways, Lisa Linnenbrink-Garcia, Tony Perez, Michael M. Barger, Stephanie V. Wormington, Elizabeth Godin, Kate E. Snyder, Kristy Robinson, Abdhi Sakar, Laura S. Richman, Rochelle Schwartz-Bloom
Repairing The Leaky Pipeline: A Motivationally Supportive Intervention To Enhance Persistence In Undergraduate Science Pathways, Lisa Linnenbrink-Garcia, Tony Perez, Michael M. Barger, Stephanie V. Wormington, Elizabeth Godin, Kate E. Snyder, Kristy Robinson, Abdhi Sakar, Laura S. Richman, Rochelle Schwartz-Bloom
STEMPS Faculty Publications
The current study reports on the efficacy of a multi-faceted motivationally designed undergraduate enrichment summer program for supporting science, technology, engineering and math (STEM) persistence. Structural equation modeling was used to compare summer program participants (n = 186), who participated in the program between their first and second years in college, to a propensity score matched comparison sample (n = 401). Participation in the summer program positively predicted science motivation (self-efficacy, task value), assessed eight months after the end of the program (second year in college). The summer enrichment program was also beneficial for science persistence variables, as …
Combined Cognitive & Motivational Supports For Stem Learning Beta, Jennifer G. Cromley, Avi Kaplan, Tony Perez
Combined Cognitive & Motivational Supports For Stem Learning Beta, Jennifer G. Cromley, Avi Kaplan, Tony Perez
STEMPS Faculty Publications
With funding from the US Department of Education, we created a Combined Cognitive & Motivational Support intervention for STEM Learning. The intervention materials are available here for download as a Blackboard module, together with a How-to guide. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A140602 to Temple University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Workbooks For Instruction In Diagram Comprehension: High School Biology Part I, Jennifer G. Cromley, Tony Perez, Bradley W. Bergey
Workbooks For Instruction In Diagram Comprehension: High School Biology Part I, Jennifer G. Cromley, Tony Perez, Bradley W. Bergey
STEMPS Faculty Publications
Four methods were developed for teaching high school students how to better understand the diagrams in their biology textbooks. The 4 workbooks instantiate these methods: Conventions of Diagrams, Self-Explanation in Diagrams, Student-Completed Diagrams-Visual, and Student-Completed Diagrams-Verbal.