The role of identity development, values, and costs in college STEM retention

By Tony Perez, Jennifer G. Cromley, Avi Kaplan. 2014

582 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/7cbcc096e128c0578b7ba4d6ec87a97c6ce94d46

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014, unknown): “, 2010), and beliefs and motivation (Perez et al., 2013; Rigali-Oiler & Kurpius, 2013).”
The Role of Metamotivational Monitoring in Motivation Regulation (2018, background): “…some studies show an inverse correlation between perceived costs and perceptions of competence and value (Flake et al., 2015; Perez et al., 2014), there is also evidence that a direct or unmediated effect of costs on student choice emerges when controlling for these components (Perez et al., 2014).”
More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. (2020, background): “However, a growing number of recent studies have confirmed that students who perceive higher cost of learning show lower course performance and have a lower likelihood of engaging with courses or career paths related to a given subject in the future (Conley, 2012; Jiang et al., 2018; Perez et al., 2”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “…value is distinct from psychological cost, discussed in the previous pathway, in that cost value refers to behavioral costs (e.g., time, effort), whereas psychological cost refers to affective costs associated with task engagement (Battle & Wigfield, 2003; Eccles et al., 1983; Perez et al., 2013).”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, methodology): “…point relate to subsequent or concurrent outcomes (e.g., Battle & Wigfield, 2003; Bong, 2001; Bong, Cho, Ahn, & Kim, 2012; Guo et al., 2015a, 2015b; Perez et al., 2014), there is evidence that both the initial levels (intercepts) and rates of change (slopes) of motivation differentially predict…”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “, 2012); and feelings of incompetence the task engenders (Luttrell et al., 2010; Perez et al., 2014).”
Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains (2018, background): “choices beyond expectancy and positive value components (Perez et al., 2014).”