In Event: Poster Session 17

Division C - Learning and Instruction / Section 6a: Cognitive, Social, and Motivational Processes

SIG-Motivation in Education

Change in Implicit Self-Beliefs About Ability in Biology and Its Effect on Retention in STEM Majors: A Latent Growth Modeling Approach - Ting Dai, University of Illinois at Chicago; Jennifer G. Cromley, Temple University; Mandy Kirchgessner, Temple University

Cognitive and Motivational Predictors of First-Year Science Grades - Jennifer G. Cromley, Temple University; Erin McNamara Horvat, Temple University; Tony C. Perez, Duke University; Emily Tancredi-Brice Agbenyega, Temple University; Theodore W. Wills, Temple University; Jacqueline Tanaka, Temple University; Denis Dumas, University of Maryland - College Park; Reham Raja, Temple University; Dar Sheth, Temple University

Educating Effort and Its Impact on Scientific Problem-Solving - Daoquan Li, Teachers College, Columbia University; Xiaodong Lin, Teachers College, Columbia University; John B. Black, Teachers College, Columbia University; Jie Gao, Teachers College, Columbia University

Identifying Profiles of Science Motivation: Implicit Theories of Ability and Dweck’s Social Cognitive Model - Jason A. Chen, The College of William and Mary

Self-Efficacy and Youth’s Decision to Enter a Science, Technology, Engineering and Mathematics (STEM) Field - Temi Bidjerano, Furman University

Achievement and Motivation When Learning From Errors Through Tasks With Typical Errors - Susanne Narciss, Technical University of Dresden; Stefan Berger, Technical University of Dresden; Anja Eichelmann, Technical University of Dresden

Investigating Motivational Predictors of Traditional and Example-Based Algebra Learning - Melissa Heidi Oyer, Temple University; Julie L. Booth, Temple University; Andrew J. Elliot, University of Rochester

Mathematical Dispositions and Student Learning: A Metaphorical Analysis - Jinfa Cai, University of Delaware; Victoria Robison, Marquette University; John Moyer, Marquette University; Ning Wang, Widener University; Bikai Nie, University of Delaware

Differentiating Between Correct and Incorrect Examples for Improving Student Learning in Algebra - Karin E. Lange, Temple University; Julie L. Booth, Temple University; Kenneth R. Koedinger, Carnegie Mellon University; Kristie Jones Newton, Temple University

Reciprocal Effects of Self-Efficacy and Achievement in Mathematics - Guan Saw, Michigan State University

Emotions and Self-Regulated Learning in Mathematics: A Longitudinal Study - Wondimu Ahmed, University of Groningen

Graduation Coaching in a Rural District High School - Pamela J. Zeller, Western Michigan University; Shelly Carpenter, Western Michigan University; Warren E. Lacefield, Academic Software, Inc.; Brooks Applegate, Western Michigan University