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Showing 2857 to 2863 of 2863 entries
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Regulating interest when learning online: Potential motivation and performance trade-offs.

Smith JL, Thoman DB, Sansone C, MacNamara A.
UIID-AD: 603
2012;15:141-149. doi: 10.1016/j.iheduc.2011.10.004.

Online learning may be particularly sensitive to self-regulatory trade-offs between maintaining interest and performance. Undergraduates in online or on-campus sections of the same course rated strategies used to motivate studying for the first exam, and interest after the first...

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Smith JL, Thoman DB, Sansone C, et al. Regulating interest when learning online: Potential motivation and performance trade-offs. 2012;15:141-149doi: 10.1016/j.iheduc.2011.10.004.
Smith, J. L., Thoman, D. B., Sansone, C., & MacNamara, A. (2012). Regulating interest when learning online: Potential motivation and performance trade-offs. 15141-149. https://doi.org/10.1016/j.iheduc.2011.10.004
Smith, J L, et al. "Regulating interest when learning online: Potential motivation and performance trade-offs." vol. 15 (2012): 141-149. doi: https://doi.org/10.1016/j.iheduc.2011.10.004
Smith JL, Thoman DB, Sansone C, MacNamara A. Regulating interest when learning online: Potential motivation and performance trade-offs. 2012;15:141-149. doi: 10.1016/j.iheduc.2011.10.004. UIID-AD: 603.
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Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM.

Smith JL, Stoop C, Young M, Belou R, Held S.
UIID-AD: 4580
2017;638-645. doi: 10.1093/biosci/bix050.

Broadening the participation of women in science, technology, engineering, and mathematical (STEM) fields is more than a social-justice issue; diversity is paramount to a thriving national research agenda. However, women face several obstacles to fully actualizing their research potential....

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Smith JL, Stoop C, Young M, et al. Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM. 2017;638-645doi: 10.1093/biosci/bix050.
Smith, J. L., Stoop, C., Young, M., Belou, R., & Held, S. (2017). Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM. 638-645. https://doi.org/10.1093/biosci/bix050
Smith, J L, et al. "Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM." vol. (2017): 638-645. doi: https://doi.org/10.1093/biosci/bix050
Smith JL, Stoop C, Young M, Belou R, Held S. Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM. 2017;638-645. doi: 10.1093/biosci/bix050. UIID-AD: 4580.
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Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals.

Smith JL, Deemer ED, Carroll AN, Carpenter JP.
UIID-AD: 407
2014;62:143-155. doi: 10.1002/j.2161-0045.2014.00076.x.

A host of academic outcomes have been investigated as consequences of stereotype threat for women in science, technology, engineering, and mathematics (STEM), including attrition and decreased academic performance. However, the role of a potentially important precursor to these negative...

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Smith JL, Deemer ED, Carroll AN, et al. Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals. 2014;62:143-155doi: 10.1002/j.2161-0045.2014.00076.x.
Smith, J. L., Deemer, E. D., Carroll, A. N., & Carpenter, J. P. (2014). Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals. 62143-155. https://doi.org/10.1002/j.2161-0045.2014.00076.x
Smith, J L, et al. "Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals." vol. 62 (2014): 143-155. doi: https://doi.org/10.1002/j.2161-0045.2014.00076.x
Smith JL, Deemer ED, Carroll AN, Carpenter JP. Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals. 2014;62:143-155. doi: 10.1002/j.2161-0045.2014.00076.x. UIID-AD: 407.
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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 2857 to 2863 of 2863 entries