Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Emily Q. Rosenzweig"'
Autor:
Emily Q. Rosenzweig, Xiao-Yin Chen, Yuchen Song, Amy Baldwin, Michael M. Barger, Michael E. Cotterell, Jonathan Dees, Allison S. Injaian, Nandana Weliweriya, Jennifer R. Walker, Craig C. Wiegert, Paula P. Lemons
Publikováno v:
International Journal of STEM Education, Vol 11, Iss 1, Pp 1-18 (2024)
Abstract Background Research and policy often focus on reducing attrition from educational trajectories leading to careers in science, technology, engineering, and mathematics (STEM), but many students change career plans within STEM. This study exam
Externí odkaz:
https://doaj.org/article/894f5f286a0e4f61a91e182275f423f9
Autor:
Emily Q. Rosenzweig, Xiao-Yin Chen
Publikováno v:
International Journal of STEM Education, Vol 10, Iss 1, Pp 1-25 (2023)
Abstract Background Decades of research have examined what motivates students to pursue careers in science, technology, engineering, and mathematics (STEM) fields, but STEM careers are a broad category encompassing hundreds of distinct vocations. The
Externí odkaz:
https://doaj.org/article/37cd16a94293414d9d6d6e7b090a5cdd
Publikováno v:
Educational Psychologist. 57:11-30
Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work h...
Autor:
Emily Q. Rosenzweig, Allan Wigfield
Publikováno v:
The Oxford Handbook of Educational Psychology ISBN: 9780199841332
In recent decades there has been a large increase in the number of researchers working to design motivational interventions, which are experimental programs that aim to improve students’ motivation in real-world learning contexts. This work has sho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c77b057f7c69dd09ebdc8bf07dd35301
https://doi.org/10.1093/oxfordhb/9780199841332.013.43
https://doi.org/10.1093/oxfordhb/9780199841332.013.43
Publikováno v:
Journal of Educational Psychology. 112:166-182
This study compared two expectancy-value-theory-based interventions designed to promote college students’ motivation and performance in introductory college physics. The utility value intervention was adapted from prior research and focused on help
Autor:
Emily Q. Rosenzweig, Elizabeth A. Canning, Yoi Tibbetts, Janet Shibley Hyde, Cameron A. Hecht, Stacy J. Priniski, Judith M. Harackiewicz
Publikováno v:
J Educ Psychol
Utility-value interventions, in which students complete writing assignments about the personal usefulness of course material, show great promise for promoting interest and performance in introductory college science courses, as well as persistence in
Publikováno v:
Learning and Instruction. 82:101660
Autor:
Janet Shibley Hyde, Michael W. Asher, Elizabeth A. Canning, Cameron A. Hecht, Emily Q. Rosenzweig, Stacy J. Priniski, Judith M. Harackiewicz, Yoi Tibbetts
Publikováno v:
Science Advances
STEM retention efforts need to go beyond “pipeline leaks” to focus on those who remain in STEM but change career plans.
Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engine
Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engine
Autor:
Jeffery J. Kosovich, Kenneth E. Barron, Chris S. Hulleman, Allan Wigfield, Stacy J. Priniski, Emily Q. Rosenzweig
Publikováno v:
The Journal of Experimental Education. 87:332-352
A growing body of research suggests that interventions promoting students’ utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to ...
Autor:
Emily Q. Rosenzweig, Michael W. Asher, Janet Shibley Hyde, Stacy J. Priniski, Yoi Tibbetts, Elizabeth A. Canning, Judith M. Harackiewicz, Cameron A. Hecht
Publikováno v:
J Educ Psychol
This study examined whether students who left biomedical fields of study during college did so primarily because they became disenchanted with those fields or because they felt attracted to alternative fields of study. We identified 1,193 students in