Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students

By Lori Andersen, T. Ward. 2014

218 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/8c5b297b5963c007744ff416a2c8b5830940e4e1

How researchers see this paper

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

In Education

1. Alpaslan Sahin
2. Hersh Waxman
3. Adem Ekmekci

In Experimental and Cognitive Psychology

1. Alpaslan Sahin
2. Margaret E. Beier
3. Hersh Waxman
4. Adem Ekmekci

In Safety Research

1. Alpaslan Sahin
2. Margaret E. Beier
3. Hersh Waxman
4. Adem Ekmekci

Citations in the corpus

• The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, methodology): “…Kong, Dabney, & Tai, 2013); (f) STEM teachers’ and parents’ expectations (Lee et al., 2015); (g) opportunities and support students receive (Seymour & Hewitt, 1997); (h) participation to science fairs (Dawes et al., 2015); and (i) teacher quality and diversity (Andersen & Ward, 2014; Price, 2010).”
• The Effect of Authentic Project-Based Learning on Attitudes and Career Aspirations in STEM. (2019, result): “In general, we expected that women and URM students would have lower self-efficacy and lower ratings of subjective task value than other students as has been shown in prior research (Andersen & Ward, 2014; Halpern et al., 2007; Zastavker et al., 2006).”