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Precision in Career Motivation Assessment: Testing the Subjective Science Attitude Change Measures.

Smith JL, Deemer ED, Thoman DB, Chase JP.
UIID-AD: 406
2014;22:489-504. doi: 10.1177/1069072713498683.

The Subjective Science Attitude Change Measures (SSACM; Stake & Mares, 2001) represent a collection of useful self-report tools for assessing change in high school students' science attitudes as a function of a given motivational intervention. Despite the survey's utility,...

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Smith JL, Deemer ED, Thoman DB, et al. Precision in Career Motivation Assessment: Testing the Subjective Science Attitude Change Measures. 2014;22:489-504doi: 10.1177/1069072713498683.
Smith, J. L., Deemer, E. D., Thoman, D. B., & Chase, J. P. (2014). Precision in Career Motivation Assessment: Testing the Subjective Science Attitude Change Measures. 22489-504. https://doi.org/10.1177/1069072713498683
Smith, J L, et al. "Precision in Career Motivation Assessment: Testing the Subjective Science Attitude Change Measures." vol. 22 (2014): 489-504. doi: https://doi.org/10.1177/1069072713498683
Smith JL, Deemer ED, Thoman DB, Chase JP. Precision in Career Motivation Assessment: Testing the Subjective Science Attitude Change Measures. 2014;22:489-504. doi: 10.1177/1069072713498683. UIID-AD: 406.
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Effects of Formal and Informal Support Structures on the Motivation of Native American Students in Nursing.

Smith JL, Cech EA, Metz AM, Babcock T.
UIID-AD: 563
2011;50:388-394. doi: 10.3928/01484834-20110415-01.

Native Americans have traditionally been underrepresented in nursing. The authors surveyed 19 undergraduate nursing students participating in a university sponsored Native American nursing student support program and examined which social support factors influenced the students' success. Using validated quantitative...

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Smith JL, Cech EA, Metz AM, et al. Effects of Formal and Informal Support Structures on the Motivation of Native American Students in Nursing. 2011;50:388-394doi: 10.3928/01484834-20110415-01.
Smith, J. L., Cech, E. A., Metz, A. M., & Babcock, T. (2011). Effects of Formal and Informal Support Structures on the Motivation of Native American Students in Nursing. 50388-394. https://doi.org/10.3928/01484834-20110415-01
Smith, J L, et al. "Effects of Formal and Informal Support Structures on the Motivation of Native American Students in Nursing." vol. 50 (2011): 388-394. doi: https://doi.org/10.3928/01484834-20110415-01
Smith JL, Cech EA, Metz AM, Babcock T. Effects of Formal and Informal Support Structures on the Motivation of Native American Students in Nursing. 2011;50:388-394. doi: 10.3928/01484834-20110415-01. UIID-AD: 563.
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That's a Boy's Toy: Gender-Typed Knowledge in Toddlers as a Function of Mother's Marital Status.

Smith JL, Hupp JM, Coleman JM, Brunell AB.
UIID-AD: 477
2010;171:389-401. doi: 10.1080/00221325.2010.500637.

A child who is highly gender schematic readily uses gender when processing new information. In the current study, we examined whether and how family structure predicts a child's level of gender-typed knowledge (as assessed by a gender-stereotype sorting task)...

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Smith JL, Hupp JM, Coleman JM, et al. That's a Boy's Toy: Gender-Typed Knowledge in Toddlers as a Function of Mother's Marital Status. 2010;171:389-401doi: 10.1080/00221325.2010.500637.
Smith, J. L., Hupp, J. M., Coleman, J. M., & Brunell, A. B. (2010). That's a Boy's Toy: Gender-Typed Knowledge in Toddlers as a Function of Mother's Marital Status. 171389-401. https://doi.org/10.1080/00221325.2010.500637
Smith, J L, et al. "That's a Boy's Toy: Gender-Typed Knowledge in Toddlers as a Function of Mother's Marital Status." vol. 171 (2010): 389-401. doi: https://doi.org/10.1080/00221325.2010.500637
Smith JL, Hupp JM, Coleman JM, Brunell AB. That's a Boy's Toy: Gender-Typed Knowledge in Toddlers as a Function of Mother's Marital Status. 2010;171:389-401. doi: 10.1080/00221325.2010.500637. UIID-AD: 477.
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Quality of evidence revealing subtle gender biases in science is in the eye of the beholder.

Smith JL, Brown ER, Handley IM, Moss-Racusin CA.
UIID-AD: 3499
2015;13201-6. doi: 10.1073/pnas.1510649112.

Scientists are trained to evaluate and interpret evidence without bias or subjectivity. Thus, growing evidence revealing a gender bias against women-or favoring men-within science, technology, engineering, and mathematics (STEM) settings is provocative and raises questions about the extent to...

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Smith JL, Brown ER, Handley IM, et al. Quality of evidence revealing subtle gender biases in science is in the eye of the beholder. 2015;13201-6doi: 10.1073/pnas.1510649112.
Smith, J. L., Brown, E. R., Handley, I. M., & Moss-Racusin, C. A. (2015). Quality of evidence revealing subtle gender biases in science is in the eye of the beholder. 13201-6. https://doi.org/10.1073/pnas.1510649112
Smith, J L, et al. "Quality of evidence revealing subtle gender biases in science is in the eye of the beholder." vol. (2015): 13201-6. doi: https://doi.org/10.1073/pnas.1510649112
Smith JL, Brown ER, Handley IM, Moss-Racusin CA. Quality of evidence revealing subtle gender biases in science is in the eye of the beholder. 2015;13201-6. doi: 10.1073/pnas.1510649112. UIID-AD: 3499.
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Showing 6001 to 6004 of 6004 entries