MERG undergraduate honors student, Jennifer Sung, received Honorable Mention in the social sciences category at the USC Undergraduate Research Symposium for her research on agentic engagement in U.S. urban high school classrooms. This is a big accomplishment. Way to go Jen! You deserve it!
We were busy at AERA this year! See the list of some of the presentations below and some pictures. But, it was not all serious business. Erika (chair) and the rest of the Motivation in Education Special Interest Group (SIG) of AERA threw a great party Saturday night of the conference for the SIG!
Steingut, R.R., Patall, E. A., Pituch, K.A., & Vasquez A. C. (2019, April). Competence and rationale: interactions at multiple levels predict classroom engagement in science. Symposium session conducted at the annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.
Patall, E. A. (2019, April). Drawing on self and reward perspectives to understand the benefits of choice. Symposium session conducted at the annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.
Patall, E. A., Kennedy, A., Yates, N. M., Vallin, J. (2019, April) Promoting an agentic engagement mindset: Preliminary results for an intervention with college students. Poster session conducted at the annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.
It’s About Time: Giving Serious Consideration to Race, Culture, and Equity in Motivation Scholarship (Erika Patall; chair of Invited session for Motivation in Education SIG)
Motivation in Education SIG Business meeting (Erika Patall; chair)
MERG has a new paper in Journal of Applied Developmental Psychology focused on the role of students’ daily agentic engagement in daily teacher autonomy support and students’ motivation during science class. Free access to the paper can be found here until April 5th.
A recent article from Greenbaum and colleagues (2018) in Educational Psychology Review examining top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016 identified our very own Erika Patall among the most productive female scholars. That’s the good news.
The bad news: The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004. See the article here.
It was announced at the 2018 Annual Meeting of the American Psychological Association in San Francisco, CA Division 15 (Educational Psychology) that Erika Patall is the recipient of the 2018 Richard E. Snow Award for Early Contributions. Congratulations Erika! Looking forward to your talk for award recipients at APA in August 2019!
Carlton, Erika, and Ariana have a new paper in Educational Psychology Review reporting a meta-analysis examining the effects of negative feedback on motivation. See it here.
MERG has a new paper in Learning and Instruction focused on the relationship between students’ daily experiences of difficulty and disengagement in science class and whether autonomy support can buffer that relationship. See it here.