Last updated 11/02/2011

SCIPIE Conference 2011

Workgroup Readings

AREA 1: Attitudes About and Interest in STEM
Session Leaders: Ann Renninger; Jenefer Husman; Terri Flowerday

Eris, O., Chachra, D., Chen, H. L., Sheppard, S., Ludlow, L., Rosca, C. (2010). Outcomes of a longitudinal administration of the persistence in engineering survey. Journal of Engineering Education, 99(4), 371-385.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.

Ohland, M., Sheppard, S., Lichtenstein, G., Eris, O., Chachra, D., & Layton, R. (2008). We can’t teach them if they aren’t there: Matriculating, engaging, persisting, and migrating in engineering. Journal of Engineering Education, 97(3), 259-278.

Renninger, K., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184.

Renninger, K. A., & Su, S. (In Press). Interest and it's development. In R. M. Ryan (Ed.), Handbook of Human Motivation (pp. 167-187). NY: Oxford University Press.

AREA 2: Emotion
Session Leaders: Jeannine Turner; Lisa Linnenbrink-Garcia; Reinhard Pekrun

Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.

Op ‘t Eynde, P., & Turner, J. E. (2006). Focusing on the complexity of emotion issues in academic learning: A dynamical component systems approach. Educational Psychology Review, 18, 361-376.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for education research and practice. Educational Psychology Review, 18, 315-341.

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.

Schutz, P. A., Rodgers, K. A., & Simcic, J. (2010). Motivation and emotional transactions: where do we go from here?, in T. C. Urdan, & S. A. Karabenick (ed.) The Decade Ahead: Applications and Contexts of Motivation and Achievement (Advances in Motivation and Achievement, Volume 16.pp.43-68. Emerald Group Publishing Limited.

AREA 3: Knowledge, Knowing, & Beliefs in STEM
Session Leaders: Marlene Schommer; Lisa Bendixen; Michael Crowson

King, B. A., & Magun-Jackson (2011, July). Differences in engineering students’ beliefs about knowledge across educational levels. Paper presented at the American Society for Quality STEM Agenda Conference, Menomonie, WI.

Newcombe, N. S., Ambady, N., Eccles, J., Gomez, L. Klahr, D., Linn, M., Miller, K., & Mix, K. (2007). Psychology’s role in mathematics and science education. American Psychologist, 64(6), 538–550.

Tang, J. (2010). Exploratory and confirmatory factor analysis of epistemic beliefs questionnaire about mathematics for Chinese junior middle schools students. Journal of Mathematics Education, 3(2), 89-105.

Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32, 348-366.

AREA 4: Goals
Session Leaders: Jessica Summers; Duane Shell

Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 X 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.

Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3) 541–553.

Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449.

Muís, K. R., Winne, P. H., & Edwards, O. V. (2009). Modern psychometrics for assessing achievement goal orientation: A Rasch analysis. British Journal of Educational Psychology, 79, 547-576.

Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47.

AREA 5: Inquiry-based Learning
Session Leaders: Martina Nieswandt; Sarah Brem; Gale Sinatra

Chinn, C. A., & Buckland, L. A. (In Press). Model-based instruction: Fostering change in evolutionary conceptions and in epistemic practices. Book chapter.

Harwood, W. S., Handsen, J., & Lotter, C. (2006). Measuring teacher beliefs about inquiry: The development of a blended qualitative/quantitative instrument. Journal of Science Education and Technology, 15(1), 69-79.

Nadelson, L. S. (2009). How can true inquiry happen in k-16 science education. Science Educator, 18(1), 48-57.

Nadelson, L. S., & Southerland, S. A. (2010). Development and preliminary evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM. Journal of Experimental Education, 78, 151-190.

Of General Interest

Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741-749.

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