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From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.

https://doi.org/10.1037/dev0000567
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/9781118900772.etrds0171openalex-snapshot
Identity‐Based Motivation
inferredcites →https://doi.org/10.1002/sce.20344openalex-snapshot
Motivation, learning, and transformative experience: A study of deep engagement in science
inferredcites →https://doi.org/10.1002/sce.21092openalex-snapshot
Expectancy‐Value Models for the STEM Persistence Plans of Ninth‐Grade, High‐Ability Students: A Comparison Between Black, Hispanic, and White Students
inferredcites →https://doi.org/10.1002/tea.20237openalex-snapshot
Understanding the science experiences of successful women of color: Science identity as an analytic lens
inferredcites →https://doi.org/10.1002/tea.20363openalex-snapshot
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study
inferredcites →https://doi.org/10.1002/tea.21221openalex-snapshot
Longitudinal associations among undergraduates' research experience, self-efficacy, and identity
inferredcites →https://doi.org/10.1006/ceps.1999.1015openalex-snapshot
Expectancy–Value Theory of Achievement Motivation
inferredcites →https://doi.org/10.1007/978-1-4419-7988-9_4openalex-snapshot
Processes of Personal Identity Formation and Evaluation
inferredcites →https://doi.org/10.1007/978-1-4613-8330-7_2openalex-snapshot
The Status of the Statuses: Research Review
inferredcites →https://doi.org/10.1007/978-1-4613-8330-7_3openalex-snapshot
Developmental Perspectives on Identity Formation: From Adolescence to Adulthood
inferredcites →https://doi.org/10.1007/s11218-013-9233-7openalex-snapshot
STEM enrichment programs and graduate school matriculation: the role of science identity salience
inferredcites →https://doi.org/10.1016/j.adolescence.2005.03.008openalex-snapshot
Unpacking commitment and exploration: Preliminary validation of an integrative model of late adolescent identity formation
inferredcites →https://doi.org/10.1016/j.cedpsych.2012.01.005openalex-snapshot
Identity formation in educational settings: A critical focus for education in the 21st century
inferredcites →https://doi.org/10.1016/j.jrp.2009.04.005openalex-snapshot
Identification with multiple social groups: The moderating role of identity change over time among women-scientists
inferredcites →https://doi.org/10.1016/j.jvb.2015.03.004openalex-snapshot
Developmental trajectories and reciprocal associations between career adaptability and vocational identity: A three-wave longitudinal study with adolescents
inferredcites →https://doi.org/10.1016/j.obhdp.2009.08.004openalex-snapshot
The conflicting choices of alternating selves
inferredcites →https://doi.org/10.1023/a:1021302408382openalex-snapshot
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
inferredcites →https://doi.org/10.1037//0022-0663.89.3.451openalex-snapshot
Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.
inferredcites →https://doi.org/10.1037//0022-0663.89.4.728openalex-snapshot
Race and academic disidentification.
inferredcites →https://doi.org/10.1037/0003-066x.41.9.954openalex-snapshot
Possible selves.
inferredcites →https://doi.org/10.1037/0003-066x.52.6.613openalex-snapshot
A threat in the air: How stereotypes shape intellectual identity and performance.
inferredcites →https://doi.org/10.1037/0022-3514.92.1.82openalex-snapshot
A question of belonging: Race, social fit, and achievement.
inferredcites →https://doi.org/10.1037/10222-009openalex-snapshot
Exploring the measurement invariance of psychological instruments: Applications in the substance use domain.
inferredcites →https://doi.org/10.1037/1099-9809.8.4.379openalex-snapshot
Ethnicity, gender, and academic self-concept: A preliminary examination of academic disidentification and implications for psychologists.
inferredcites →https://doi.org/10.1037/11381-004openalex-snapshot
Emerging Adulthood as an Institutionalized Moratorium: Risks and Benefits to Identity Formation.
inferredcites →https://doi.org/10.1037/a0016239openalex-snapshot
Ambient belonging: How stereotypical cues impact gender participation in computer science.
inferredcites →https://doi.org/10.1037/a0019584openalex-snapshot
Short-term fluctuations in identity: Introducing a micro-level approach to identity formation.
inferredcites →https://doi.org/10.1037/a0020743openalex-snapshot
Toward a model of social influence that explains minority student integration into the scientific community.
inferredcites →https://doi.org/10.1037/a0021075openalex-snapshot
Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12.
inferredcites →https://doi.org/10.1037/a0021679openalex-snapshot
Underrepresented students in STEM: The transition from undergraduate to graduate programs.
inferredcites →https://doi.org/10.1037/a0026042openalex-snapshot
Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives.
inferredcites →https://doi.org/10.1037/a0029120openalex-snapshot
The consequences of chronic stereotype threat: Domain disidentification and abandonment.
inferredcites →https://doi.org/10.1037/a0029691openalex-snapshot
Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM.
inferredcites →https://doi.org/10.1037/a0034027openalex-snapshot
The role of identity development, values, and costs in college STEM retention.
inferredcites →https://doi.org/10.1037/a0037256openalex-snapshot
Identity processes and personality traits and types in adolescence: Directionality of effects and developmental trajectories.
inferredcites →https://doi.org/10.1037/e558442013-001openalex-snapshot
Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013
inferredcites →https://doi.org/10.1037/edu0000003openalex-snapshot
More value through greater differentiation: Gender differences in value beliefs about math.
inferredcites →https://doi.org/10.1080/00461520902832368openalex-snapshot
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
inferredcites →https://doi.org/10.1080/10705510701575396openalex-snapshot
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study
inferredcites →https://doi.org/10.1080/10705510701758281openalex-snapshot
The Impact of Misspecifying Class-Specific Residual Variances in Growth Mixture Models
inferredcites →https://doi.org/10.1080/10705510903206055openalex-snapshot
Nonlinear Growth Models in Mplusand SAS
inferredcites →https://doi.org/10.1080/10705511.2014.915181openalex-snapshot
Auxiliary Variables in Mixture Modeling: Three-Step Approaches Using M plus
inferredcites →https://doi.org/10.1080/13803611.2015.1057161openalex-snapshot
Trajectories of change in students’ self-concepts of ability and values in math and college major choice
inferredcites →https://doi.org/10.1080/15427600902911221openalex-snapshot
A Second-Order Growth Mixture Model for Developmental Research
inferredcites →https://doi.org/10.1093/oso/9780195341461.003.0004openalex-snapshot
Identity-Based Motivation
inferredcites →https://doi.org/10.1093/oxfordhb/9780199934898.013.0025openalex-snapshot
Latent Class Analysis and Finite Mixture Modeling
inferredcites →https://doi.org/10.1093/pan/mpq025openalex-snapshot
Latent Class Modeling with Covariates: Two Improved Three-Step Approaches
inferredcites →https://doi.org/10.1108/s0749-7423(2010)000016a005openalex-snapshot
Expectancy-value theory: retrospective and prospective
inferredcites →https://doi.org/10.1111/1467-6494.7106012openalex-snapshot
The Influence of Ethnic Discrimination and Ethnic Identification on African American adolescents' School and Socioemotional Adjustment
inferredcites →https://doi.org/10.1111/1467-8624.00421openalex-snapshot
Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve
inferredcites →https://doi.org/10.1111/j.1467-8624.2004.00658.xopenalex-snapshot
Salient and Emerging Developmental Tasks in the Transition to Adulthood
inferredcites →https://doi.org/10.1111/j.1467-8624.2004.00757.xopenalex-snapshot
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
inferredcites →https://doi.org/10.1111/j.1467-9280.2007.01995.xopenalex-snapshot
Signaling Threat
inferredcites →https://doi.org/10.1111/j.1532-7795.2010.00644.xopenalex-snapshot
The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?
inferredcites →https://doi.org/10.1111/j.1540-4560.2011.01710.xopenalex-snapshot
The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students
inferredcites →https://doi.org/10.1111/j.1750-8606.2009.00110.xopenalex-snapshot
Factorial Invariance Within Longitudinal Structural Equation Models: Measuring the Same Construct Across Time
inferredcites →https://doi.org/10.1126/science.1128317openalex-snapshot
Reducing the Racial Achievement Gap: A Social-Psychological Intervention
inferredcites →https://doi.org/10.1126/science.1177067openalex-snapshot
Promoting Interest and Performance in High School Science Classes
inferredcites →https://doi.org/10.1126/science.1178712openalex-snapshot
Planarian Hh Signaling Regulates Regeneration Polarity and Links Hh Pathway Evolution to Cilia
inferredcites →https://doi.org/10.1126/science.324_1386aopenalex-snapshot
Minority Retention Rates in Science Are Sore Spot for Most Universities
inferredcites →https://doi.org/10.1126/science.aaa3781openalex-snapshot
Gender inequality in science
inferredcites →https://doi.org/10.1177/0146167203261885openalex-snapshot
When Multiple Identities Interfere: The Role of Identity Centrality
inferredcites →https://doi.org/10.1177/0146167295215003openalex-snapshot
Academics, Self-Esteem, and Race: A Look at the Underlying Assumptions of the Disidentification Hypothesis
inferredcites →https://doi.org/10.1177/0165025409343765openalex-snapshot
Methods and Measures: Growth mixture modeling: A method for identifying differences in longitudinal change among unobserved groups
inferredcites →https://doi.org/10.1177/0190272511436352openalex-snapshot
Structural Precursors to Identity Processes
inferredcites →https://doi.org/10.1177/0956797610377342openalex-snapshot
Seeking Congruity Between Goals and Roles
inferredcites →https://doi.org/10.1177/2167696813479781openalex-snapshot
Identity in Emerging Adulthood
inferredcites →https://doi.org/10.1187/cbe.17-04-0066openalex-snapshot
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
inferredcites →https://doi.org/10.1207/s15328007sem0902_5openalex-snapshot
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
inferredcites →https://doi.org/10.2307/2655673openalex-snapshot
Talking about Leaving: Why Undergraduates Leave the Sciences
inferredcites →https://doi.org/10.3102/0002831208324517openalex-snapshot
Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation
inferredcites →https://doi.org/10.4135/9781446221129.n6openalex-snapshot
Social Foundations of Thought and Action

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Unveiling the Disparity: Investigating Factors Impacting Graduation Rates in Science Degrees and Predicting Student Success through Machine Learning
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Decentering whiteness: Rethinking the instruction of undergraduate research methods within developmental science
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“I definitely feel like a scientist”: Exploring science identity trajectories among Latinx students in a critical race theory‐informed undergraduate research experience
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The multiplicative function of expectancy and value in predicting engineering students' choice, persistence, and performance
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Undergraduate engineering students' perspectives on the intersection of engineering identity, marginalized social identities, and identification with social justice
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Fostering Scientist Identity Development and Compatibility in an Undergraduate Research Experience Program
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Using Latent Profile Analysis to Unpack the Relationship Between Science Identity and STEM Career Intention Among High School Students
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From Attitudes to Science Identity: A Critique of the Science Identity Construct in the PISA 2025 Science Framework
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The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms
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Competing Alternatives: Science and Math Identity Recognition and Credit Accrual in the Trajectory of STEM Major Plans
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Examining a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development
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Exploring high school students’ disciplinary science identities and their differences
inferred← citeshttps://doi.org/10.1007/s10964-021-01493-1openalex-snapshot
Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students
inferred← citeshttps://doi.org/10.1007/s11162-025-09836-8openalex-snapshot
Research Learning Experiences for First-Year Undergraduate Students: Belonging, Research Identity, and Retention
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Exploring Science Identity Development of Women in Physics and Physical Sciences in Higher Education
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Examining the Formation of High School Students’ Science Identity
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Youths’ and Adults’ Identity in STEM: a Systematic Literature Review
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Strategies to Address Gendered Racism in Science Research Careers: a Scoping Review
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Personal, Behavioral, and Environmental Influences on Biology Student Persistence: A Person-Centered K-Medoids Clustering Approach
inferred← citeshttps://doi.org/10.1007/s43545-022-00417-5openalex-snapshot
What can we learn from the science identity narratives of first-generation college students?
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2019.01.004openalex-snapshot
Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit
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How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power
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Trajectories of motivation and their academic correlates over the first year of college
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.102015openalex-snapshot
The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102055openalex-snapshot
“You know what, I can do this”: Heterogeneous joint trajectories of expectancy for success and attainment value in chemistry
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Valuable but costly? University students’ expectancy-value-cost profiles in introductory chemistry courses
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Profiles of afterschool motivations: A situated expectancy-value approach
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To stay, switch, or leave: A four-year longitudinal study of the situated and stable social influences on women’s STEM major choices
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Precursors of students’ cost perceptions: Identifying proximal and distal predictors
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Influences of sibling disability and childhood caregiving experiences on interest in a disability-specific helping profession
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Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach
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Measurement of student STEM identity: A systematic literature review
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The axiological foundations of innovation in STEM education – A systematic review and ethical meta-analysis
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102843openalex-snapshot
Expectations versus reality: motivational outcomes of unmet course-specific expectations in higher education
inferred← citeshttps://doi.org/10.1016/j.jpeds.2026.114995openalex-snapshot
A Pilot Program to Engage, Retain, and Train Physicians as Scientists: Creating and Sustaining a Discovery-Driven Community
inferred← citeshttps://doi.org/10.1016/j.lindif.2024.102410openalex-snapshot
Dweck's social-cognitive model of achievement motivation in science
inferred← citeshttps://doi.org/10.1016/j.lindif.2024.102469openalex-snapshot
Comparing relations among autonomy support, motivation, and academic success across face-to-face and pandemic online STEM learning environments
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Exploring the heterogeneous development of intrinsic value in language arts among secondary school students through growth mixture modelling
inferred← citeshttps://doi.org/10.1021/acs.jchemed.0c00646openalex-snapshot
The Impact of COVID-19 on the Academic Plans and Career Intentions of Future STEM Professionals
inferred← citeshttps://doi.org/10.1021/acs.jchemed.4c00334openalex-snapshot
A Qualitative Investigation of Higher Education Chemistry Students’ Perceptions of What Scientists Do
inferred← citeshttps://doi.org/10.1037/dev0001364openalex-snapshot
How children’s media and teachers communicate exclusive and essentialist views of science and scientists.
inferred← citeshttps://doi.org/10.1039/d3rp00278kopenalex-snapshot
Recognition experiences of women of color in chemistry: an intersectional study
inferred← citeshttps://doi.org/10.1057/s41599-024-03299-5openalex-snapshot
Exploring the impact of web-based inquiry on elementary school students’ science identity development in a STEM learning unit
inferred← citeshttps://doi.org/10.1080/00220973.2020.1808944openalex-snapshot
Gender differences and roles of two science self-efficacy beliefs in predicting post-college outcomes
inferred← citeshttps://doi.org/10.1080/00220973.2023.2267006openalex-snapshot
Same Classroom, Different Affordances? Demographic Differences in Perceptions of Motivational Climate in Five STEM Courses
inferred← citeshttps://doi.org/10.1080/00220973.2024.2341053openalex-snapshot
Motivational Development and Learning Success in Regular Semesters and Distance Semesters Under Pandemic Conditions in an Educational Psychology Lecture Course
inferred← citeshttps://doi.org/10.1080/00221546.2023.2171213openalex-snapshot
Developmental Trajectories and Predictors of Psychological Well-Being and Distress Across the College Years
inferred← citeshttps://doi.org/10.1080/0047231x.2026.2628026openalex-snapshot
The Student Science Identity (SSI) Questionnaire: A Multi-Group Validation Study Among US College Students
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Self-Efficacy, Mentoring, and Research Conferences: An Intervention to Increase Participation in STEM
inferred← citeshttps://doi.org/10.1080/0047231x.2026.2729786openalex-snapshot
See a Scientist, Be a Scientist? Exploring the Effects of Role Model Stories on Science Engagement
inferred← citeshttps://doi.org/10.1080/02635143.2025.2563051openalex-snapshot
An application of propensity score analysis with structural equation modeling: effects of post-secondary students’ expectations about STEM careers on college success
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Investigating engineering identity development and stability amongst first-year engineering students: a person-centred approach
inferred← citeshttps://doi.org/10.1080/03043797.2024.2446551openalex-snapshot
Connections between students’ perceptions of the motivational climate in a course and their motivational beliefs and academic and career goals
inferred← citeshttps://doi.org/10.1080/09500693.2021.1958021openalex-snapshot
Perceptions of science teachers’ growth-mindset practices and U.S. high school students’ initial science identity and its development
inferred← citeshttps://doi.org/10.1080/09500693.2023.2293681openalex-snapshot
Investigating science identity classifications of rural high school students: a person-centered approach
inferred← citeshttps://doi.org/10.1080/10705511.2020.1747938openalex-snapshot
A Cautionary Note on Identification and Scaling Issues in Second-order Latent Growth Models
inferred← citeshttps://doi.org/10.1080/21548455.2023.2179380openalex-snapshot
Communicating identity in the Urban STEM Collaboratory: toward a communication theory of STEM identities
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.001.0001openalex-snapshot
Motivation Science
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.002.0003openalex-snapshot
Copyright Page
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.002.0006openalex-snapshot
About the bMRI Symposium on Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.002.0010openalex-snapshot
Introduction
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0001openalex-snapshot
What Is Motivation, Where Does It Come from, and How Does It Work?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0002openalex-snapshot
Energization and Direction Are Both Essential Parts of Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0003openalex-snapshot
What Is Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0004openalex-snapshot
Motivation Processes and Outcomes
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0005openalex-snapshot
Motivation Is the Interaction Between Dispositions and Context
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0006openalex-snapshot
Motivation Is the State of Wanting Something . . . But Do We Want the Right Things?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0007openalex-snapshot
Wanting to Feel Effective in Our Goal Pursuits for Both Outcomes and Process
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0008openalex-snapshot
Pleasure, Utility, and Goals
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0009openalex-snapshot
Jingle-Jangle Fallacies in Motivation Science
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0010openalex-snapshot
Academic Self-Concept
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0011openalex-snapshot
Motivation Resides Only in Our Language, Not in Our Mental Processes
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0012openalex-snapshot
Insights Gained from Controversy 1
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0013openalex-snapshot
Does One Size Fit All? Cultural Perspectives on School Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0014openalex-snapshot
Where Will Michelle Go to College? Culture and Context in the Study of Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0015openalex-snapshot
Can We Really Say that Motivational Processes Are Universal Across Cultures and Contexts?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0016openalex-snapshot
Vitamins for Psychological Growth
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0017openalex-snapshot
Big-Fish-Little-Pond Effect
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0018openalex-snapshot
Insights Gained from Controversy 2
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0019openalex-snapshot
Some Motivations Make Us Happier Than Others
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0020openalex-snapshot
The Good, the Bad, and the Ugly of Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0021openalex-snapshot
Less Is Sometimes More
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0022openalex-snapshot
Do We Sometimes Surrender Our Good Motivation for Bad?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0023openalex-snapshot
Good Versus Bad Motivation? Avoiding the Lure of False Dichotomies
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0024openalex-snapshot
Insights Gained from Controversy 3
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0025openalex-snapshot
Extrinsic Rewards Undermine Motivation in the Classroom . . . Sometimes
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0026openalex-snapshot
Extrinsic Incentives/Rewards
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0027openalex-snapshot
Interest and Its Relation to Rewards, Reward Expectations, and Incentives
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0028openalex-snapshot
Competition Can Enhance Motivation—But Typically Undermines It
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0029openalex-snapshot
Insights Gained from Controversy 4
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0030openalex-snapshot
The Unconscious Sources of Motivation and Goals
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0031openalex-snapshot
Two Routes to the Self-Regulation of Motivation and Goals
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0032openalex-snapshot
The Uneasy Relationship Between Conscious and Non-Conscious Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0033openalex-snapshot
Controlling Your Own Motivation Is an Acquired Skill
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0034openalex-snapshot
A Key to Motivation Is Thinking and Acting Like You Can Change Things
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0035openalex-snapshot
Finding the Second Wind
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0036openalex-snapshot
Insights Gained from Controversy 5
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0037openalex-snapshot
Cognitions and Emotions Energize and Sustain Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0038openalex-snapshot
Dissecting the Elephant
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0039openalex-snapshot
Exploring the Boundaries Between Motivation, Cognition, and Emotion
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0040openalex-snapshot
Transactions Among Motivation, Emotion, and Cognition
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0041openalex-snapshot
Are Cognition, Motivation, and Emotion the Same or Different?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0042openalex-snapshot
Insights Gained from Controversy 6
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0043openalex-snapshot
Understanding Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0044openalex-snapshot
How Does Context Shape Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0045openalex-snapshot
Is a Focus on Looking Smart Beneficial for Students’ Engagement, Learning, and Achievement?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0046openalex-snapshot
Is There a Need for Psychological Needs in Theories of Achievement Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0047openalex-snapshot
Should Theoretical Integration Occur in the Motivation Literature?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0048openalex-snapshot
Insights Gained from Controversy 7
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0049openalex-snapshot
How Do We Motivate People? Connecting to People’s Existing Goals and Values
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0050openalex-snapshot
Creating a Motivating Learning Environment
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0051openalex-snapshot
Easy to Get People to Do Things, More Challenging to Facilitate Their Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0052openalex-snapshot
When It Comes to Motivating Others, What’s Easy Is Not Always What Works
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0053openalex-snapshot
Motivating People
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0054openalex-snapshot
How Do We Motivate People? By Working with Their Self-Beliefs
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0055openalex-snapshot
A Control-Value Approach to Affective Growth
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0056openalex-snapshot
How to Foster Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0057openalex-snapshot
You Can Motivate Others by Nurturing Five Experiences That Satisfy Their Need for Autonomy
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0058openalex-snapshot
Improving Social Contexts Can Enhance Student Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0059openalex-snapshot
What Teachers Need to Know About Promoting Student Motivation to Learn
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0060openalex-snapshot
Insights Gained from Controversy 8
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0061openalex-snapshot
Is Academic Motivation a Tree Trunk, a Fan, a Wall, a Rope, a Snake, or a Spear?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0062openalex-snapshot
Gaps in Contemporary Motivation Research
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0063openalex-snapshot
Identifying the Role of Social Relationships in Motivating Students to Learn
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0064openalex-snapshot
Most Motivation Research in Education Is Not Yet Useful for Teachers
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0065openalex-snapshot
Motivational Researchers Must Move Beyond Linear Models to Consider Motivational Processes as Part of a Complex System
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0066openalex-snapshot
The Most Fundamental Limitation in Motivation Theory and Research Is Our Theories
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0067openalex-snapshot
Infatuation with Constructs and Losing Sight of the Motivational Phenomenon
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0068openalex-snapshot
Theoretical and Methodological Disintegration Is the Most Fundamental Limitation in Contemporary Motivation Research
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0069openalex-snapshot
Insights Gained from Controversy 9
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0070openalex-snapshot
The Next Decade
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0071openalex-snapshot
Harnessing Biopsychology and Mobile Technology to Develop Motivation Science in the Next Decade
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0072openalex-snapshot
Digitization Will Bring Profound Changes in Educational Practice and Research on Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0073openalex-snapshot
Understanding Human Motivation and Action as a Complex Dynamic System
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0074openalex-snapshot
Assessing Motivation Dynamically
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0075openalex-snapshot
Motivation in the Wild
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0076openalex-snapshot
Community-Engaged Research
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0077openalex-snapshot
Insights Gained from Controversy 10
inferred← citeshttps://doi.org/10.1101/2022.12.19.22283532openalex-snapshot
Training the next generation of physician-scientists: a cohort-based program for MD-only residents and fellows
inferred← citeshttps://doi.org/10.1101/2024.01.23.576860openalex-snapshot
Student experiences with an interactive 3D immersive biotechnology simulation and its impact on motivational beliefs
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.18.020147openalex-snapshot
Inclusive learning environments can improve student learning and motivational beliefs
inferred← citeshttps://doi.org/10.1109/rita.2025.3644605openalex-snapshot
Longitudinal Study on Higher Education Engineering Students: How Their Competency-Evaluations Evolve?
inferred← citeshttps://doi.org/10.1111/1468-0009.12621openalex-snapshot
Challenges, Successes, and the Future of Firearm Injury Prevention
inferred← citeshttps://doi.org/10.1111/cdev.14234openalex-snapshot
Heterogeneity in the Developmental Trajectories of Chinese Youth Educational Aspirations: Identifying Predictors and Outcomes
inferred← citeshttps://doi.org/10.1128/jmbe.00116-23openalex-snapshot
Transfer-bound community college students’ biology identity and perception of teaching
inferred← citeshttps://doi.org/10.1130/ges02663.1openalex-snapshot
Evaluating the effectiveness of spatial training for introductory geology students
inferred← citeshttps://doi.org/10.1145/3606707openalex-snapshot
Identity in Higher Computer Education Research: A Systematic Literature Review
inferred← citeshttps://doi.org/10.11591/ijere.v13i2.27701openalex-snapshot
Exploring science identity among Jordanian high school students: a case study
inferred← citeshttps://doi.org/10.1177/0016986219890599openalex-snapshot
An Expectancy-Value Approach to Math Underachievement: Examining High School Achievement, College Attendance, and STEM Interest
inferred← citeshttps://doi.org/10.1177/00169862261484100openalex-snapshot
STEM Identity and Career Intentions: A Comparison of Gifted and Non-Identified First-Year College Students
inferred← citeshttps://doi.org/10.1177/0261927x211030674openalex-snapshot
STEM Identities: A Communication Theory of Identity Approach
inferred← citeshttps://doi.org/10.1177/15210251261453359openalex-snapshot
Engineering Identity and College Outcomes: Predicting GPA and Retention Among Early-Career Engineering Students
inferred← citeshttps://doi.org/10.1177/23328584221083662openalex-snapshot
Instructional Supports for Motivation Trajectories in Introductory College Engineering
inferred← citeshttps://doi.org/10.1186/s12889-023-15010-5openalex-snapshot
Impacts of the COVID-19 pandemic on life and learning experiences of indigenous and non-Indigenous university and college students in Ontario, Canada: a qualitative study
inferred← citeshttps://doi.org/10.1186/s40594-020-00248-xopenalex-snapshot
Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience
inferred← citeshttps://doi.org/10.1186/s40594-022-00351-1openalex-snapshot
An important component to investigating STEM persistence: the development and validation of the science identity (SciID) scale
inferred← citeshttps://doi.org/10.1186/s40594-022-00355-xopenalex-snapshot
The relationship between epistemological beliefs, reflective thinking, and science identity: a structural equation modeling analysis
inferred← citeshttps://doi.org/10.1186/s40594-025-00568-wopenalex-snapshot
How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?
inferred← citeshttps://doi.org/10.1186/s40594-025-00578-8openalex-snapshot
STEM identity and STEM career intention: a meta-analysis
inferred← citeshttps://doi.org/10.1186/s40594-026-00599-xopenalex-snapshot
Exploring STEM identity profiles among undergraduate STEM students and their relationships with gender, discipline, persistence and engagement: a latent profile analysis
inferred← citeshttps://doi.org/10.1186/s40594-026-00608-zopenalex-snapshot
Epistemic agency in introductory biology: a blind-selection study reveals curricular influences on science integration processes
inferred← citeshttps://doi.org/10.1186/s40594-026-00612-3openalex-snapshot
Quality over quantity: developmental mentor networks promote STEM undergraduate domain identity and well-being
inferred← citeshttps://doi.org/10.1186/s40594-026-00640-zopenalex-snapshot
How STEM social capital shapes secondary school students’ STEM aspirations: the roles of STEM expectations and mathematics competency
inferred← citeshttps://doi.org/10.1186/s42862-021-00016-wopenalex-snapshot
User experience and motivation with engineering design challenges in general chemistry laboratory
inferred← citeshttps://doi.org/10.1187/cbe.18-10-0204openalex-snapshot
Investigating Undergraduate Biology Students’ Science Identity Production
inferred← citeshttps://doi.org/10.1187/cbe.19-06-0124openalex-snapshot
Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory–Informed Undergraduate Research Experience
inferred← citeshttps://doi.org/10.1187/cbe.20-12-0280openalex-snapshot
Evidence for Professional Conceptualization in Science as an Important Component of Science Identity
inferred← citeshttps://doi.org/10.1187/cbe.21-12-0326openalex-snapshot
Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence
inferred← citeshttps://doi.org/10.1187/cbe.23-01-0010openalex-snapshot
Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students
inferred← citeshttps://doi.org/10.1187/cbe.25-02-0032openalex-snapshot
Co-Curricular Science Experiences Support Undergraduate Students’ Science GPA, Degree Completion, Workforce Entry, and Motivation
inferred← citeshttps://doi.org/10.1187/cbe.25-09-0212openalex-snapshot
Resource Use in Introductory Biology: Evaluating Latent Patterns, Demographic Covariates, and Effects on Final Course Grade
inferred← citeshttps://doi.org/10.12794/metadc2332605openalex-snapshot
Understanding Undergraduate STEM Identity through Structural Equation Modeling: The Significance of Informal STEM Experiences and the Interplay between STEM Identity and Graphical Literacy
inferred← citeshttps://doi.org/10.12984/egeefd.1189198openalex-snapshot
Lisansüstü Eğitim Alma Kararını Yordamada Bilime Bağlılık ve Bilim İnsanı Kimliği Algısı
inferred← citeshttps://doi.org/10.1371/journal.pone.0306224openalex-snapshot
Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs
inferred← citeshttps://doi.org/10.1371/journal.pone.0312862openalex-snapshot
Student-centered factors influencing inclusion in biomedical majors among first-year undergraduate students
inferred← citeshttps://doi.org/10.15695/jstem/v2i1.18openalex-snapshot
Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes
inferred← citeshttps://doi.org/10.1615/jwomenminorscieneng.2022038088openalex-snapshot
Relationships among Sense of Community, Science Self-Efficacy, and Science Identity for Female Meyerhoff Scholars: Implications for Pathways to Broadening the Workforce in STE
inferred← citeshttps://doi.org/10.1615/jwomenminorscieneng.2022043449openalex-snapshot
COMMUNITY-BASED PARTICIPATORY RESEARCH TO IMPROVE ALUMNI TRANSITION FROM AN INTENSIVE RESEARCH TRAINING PROGRAM FOR HISTORICALLY UNDERREPRESENTED UNDERGRADUATES
inferred← citeshttps://doi.org/10.1615/jwomenminorscieneng.2024049123openalex-snapshot
INFLUENCE OF BLACK HBCU STEM DOCTORAL STUDENTS’ INTERSECTING IDENTITIES ON THEIR VALUES AND EXPECTATIONS TOWARD ENTERING THE PROFESSORIATE
inferred← citeshttps://doi.org/10.1615/jwomenminorscieneng.v29.i3.30openalex-snapshot
RELATIONSHIPS AMONG SENSE OF COMMUNITY, SCIENCE SELF-EFFICACY, AND SCIENCE IDENTITY FOR FEMALE MEYERHOFF SCHOLARS: IMPLICATIONS FOR PATHWAYS TO BROADENING THE WORKFORCE IN STEM
inferred← citeshttps://doi.org/10.18260/1-2--37549openalex-snapshot
Optimizing Design Experiences for Future Engineers in a Chemistry Laboratory
inferred← citeshttps://doi.org/10.18260/1-2--40705openalex-snapshot
“Man, I am a Black Engineer”: The Co-development of Transformational Resistance and Engineering Identity
inferred← citeshttps://doi.org/10.18260/1-2--44381openalex-snapshot
Work in Progress: Uncovering Links between Mathematical Preparation and Engineering Persistence
inferred← citeshttps://doi.org/10.18260/1-2--54111openalex-snapshot
Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress
inferred← citeshttps://doi.org/10.2139/ssrn.6879738openalex-snapshot
Rural Parents and Teachers Help Adolescents Thrive: Changes in STEM Identity Among Rural High School Students and Relations to STEM Course Taking Outcomes
inferred← citeshttps://doi.org/10.22318/icls2025.605594openalex-snapshot
How Attending STEM Camps for Multiple Years Impacts Students’ Science Identity
inferred← citeshttps://doi.org/10.3389/feduc.2024.1379859openalex-snapshot
Increasing PhD student self-awareness and self-confidence through strengths-based professional development
inferred← citeshttps://doi.org/10.3389/fimmu.2019.02446openalex-snapshot
Out of the Curricular Shadows: Revolutionizing Undergraduate Immunology Education
inferred← citeshttps://doi.org/10.3390/educsci13060579openalex-snapshot
The Impact of the COVID-19 Pandemic on Sense of Belonging and Science Outcomes among Biomedical Science Students: A Longitudinal Study
inferred← citeshttps://doi.org/10.3390/educsci15070825openalex-snapshot
Examining Undergraduates’ Intentions to Pursue a Science Career: A Longitudinal Study of a National Biomedical Training Initiative
inferred← citeshttps://doi.org/10.46328/ijres.3029openalex-snapshot
Is Science Identity a Predictor or an Outcome of Learning Research Skills? Analyses of Evaluation Data from a Training Program to Enhance Research Career Preparation of Diverse Undergraduate Students
inferred← citeshttps://doi.org/10.46328/ijres.3238openalex-snapshot
What Predicts Undergraduate Students’ Decision to Pursue a Career in Biomedical/Behavioral Research within an Upper-Division Research Training Program? A Study of Trainees’ Science Identity and Educational Outcomes
inferred← citeshttps://doi.org/10.5430/ijhe.v9n5p283openalex-snapshot
The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.