Articles with public access mandates - Tony C. PerezLearn more
Available somewhere: 18
Undergraduate STEM achievement and retention: Cognitive, motivational, and institutional factors and solutions
JG Cromley, T Perez, A Kaplan
Policy Insights from the Behavioral and Brain Sciences 3 (1), 4-11, 2016
Mandates: US National Science Foundation, US Institute of Education Sciences
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.
KA Robinson, Y Lee, EA Bovee, T Perez, SP Walton, D Briedis, ...
Journal of Educational Psychology 111 (6), 1081, 2019
Mandates: US National Science Foundation
From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.
KA Robinson, T Perez, AK Nuttall, CJ Roseth, L Linnenbrink-Garcia
Developmental Psychology 54 (10), 1977-1992, 2018
Mandates: US National Institutes of Health
Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students.
L Linnenbrink-Garcia, SV Wormington, KE Snyder, J Riggsbee, T Perez, ...
Journal of Educational Psychology, 2018
Mandates: US National Institutes of Health
Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit
KA Robinson, T Perez, JH Carmel, L Linnenbrink-Garcia
Contemporary educational psychology 56, 180-192, 2019
Mandates: US National Institutes of Health
Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement
T Perez, T Dai, A Kaplan, JG Cromley, WD Brooks, AC White, KR Mara, ...
Learning and Individual Differences 72, 26-38, 2019
Mandates: US Institute of Education Sciences
Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence
T Perez, SV Wormington, MM Barger, RD Schwartz-Bloom, Y Lee, ...
Science Education, 1-23, 2019
Mandates: US National Institutes of Health
Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways
L Linnenbrink-Garcia, T Perez, MM Barger, SV Wormington, E Godin, ...
Contemporary Educational Psychology 53, 181-195, 2018
Mandates: US National Institutes of Health
The Role of Context in Educational RCT Findings: A Call to Redefine “Evidence-Based Practice”
A Kaplan, J Cromley, T Perez, T Dai, K Mara, M Balsai
Educational Researcher 49 (4), 285-288, 2020
Mandates: US Institute of Education Sciences
The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM
DA Totonchi, T Perez, Y Lee, KA Robinson, L Linnenbrink-Garcia
Contemporary educational psychology 67, 102015, 2021
Mandates: US National Institutes of Health
Gender differences and roles of two science self-efficacy beliefs in predicting post-college outcomes
KA Robinson, T Perez, A White-Levatich, L Linnenbrink-Garcia
The Journal of Experimental Education 90 (2), 344-363, 2022
Mandates: US National Institutes of Health
Combined Cognitive-Motivational Modules Delivered via an LMS Increase Undergraduate Biology Grades.
JG Cromley, T Perez, A Kaplan, T Dai, K Mara, MJ Balsai
Technology, Mind, and Behavior 1 (2), 2020
Mandates: US Institute of Education Sciences
A pharmacology-based enrichment program for undergraduates promotes interest in science
EA Godin, SV Wormington, T Perez, MM Barger, KE Snyder, LS Richman, ...
CBE—Life Sciences Education 14 (4), ar40, 2015
Mandates: US National Institutes of Health
The multiplicative function of expectancy and value in predicting engineering students' choice, persistence, and performance
Y Lee, E Freer, KA Robinson, T Perez, AK Lira, D Briedis, SP Walton, ...
Journal of Engineering Education, 2022
Mandates: US National Science Foundation, US National Institutes of Health
Patterns, predictors, and outcomes of situated expectancy‐value profiles in an introductory chemistry course
T Perez, KA Robinson, SJ Priniski, Y Lee, DA Totonchi, ...
Annals of the New York Academy of Sciences 1526 (1), 73-83, 2023
Mandates: US National Institutes of Health
How Instructors Can Enhance Biology Students’ Motivation, Learning, and Grades through Brief Relevance Writing and Worked-Example Interventions
KR Mara, A Kaplan, MJ Balsai, JG Cromley, T Perez, T Dai
Journal of Microbiology & Biology Education 22 (2), e00110-21, 2021
Mandates: US Institute of Education Sciences, US Department of Education
Combining different motivation and cognitive supports in undergraduate biology in different contexts: Lessons learned
A Kaplan, JG Cromley, T Perez, T Dai, KR Mara, M Balsai
Mandates: US Institute of Education Sciences, US Department of Education
Combined SRL-Based Cognitive-Motivational Modules Increase Undergraduate Biology Grades
JG Cromley, T Perez, A Kaplan, T Dai, K Mara, MJ Balsai
Illinois Research and Scholarship (Open Collection), 2019
Mandates: US Institute of Education Sciences, US Department of Education
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