In Event: 77.059 - MTCC Tuesday Poster Session 18

Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

1. "My Teacher Thinks That My Ability Is Fixed": Meta-Mind-Sets Mediate the Effect of Teachers' Feedback on English Learners' Motivation - Nigel Mantou Lou, University of Alberta; Kimberly Noels, University of Alberta

2. Perceived Relationships at School in Predicting Adolescents' Motivation and Educational Outcomes Across Different Age Groups - Fangwen Wu, East China Normal University; Diyue Liu, East China Normal University; Xiangdong Yang, East China Normal University; Yi Jiang, East China Normal University

3. Predicting Scholastic Performance: When Interests Take Over From Openness - Jing Zhang, East China Normal University

4. Promote Learning Through Goal Discussion: A Field Experiment - Zhongqi Shi, Columbia University

5. Promoting an Agentic Engagement Mind-Set: Preliminary Results for an Intervention With College Students - Erika Alisha Patall, University of Southern California; Alana Kennedy, University of Southern California; Nicole Marissa Yates, University of Southern California; Joseph Vallin, University of Southern California

6. Promoting Low-Achieving Students' Motivation and Self-Concept in Mathematics: Results of a Two-Year Classroom-Based Intervention - Claudia C Sutter, University of Central Florida; Gerda Hagenauer, University of Bern; Tina A. Hascher, University of Bern

7. Seek, and You Will Find? Metacognitive Judgments When Answering Knowledge Questions With the Internet - Stephanie Pieschl, Technical University Darmstadt; Janene Budd, The University of Newcastle

8. Self-Concept, Motivational Calibration, and Biology Performance of College Students - Mingya Huang, University of Illinois at Urbana-Champaign

9. Self-Regulation in Multiple Text Use - Hye Yeon Lee, The Pennsylvania State University; Alexandra List, The Pennsylvania State University

10. Students' Academic Valuing and Success Expectancies: Testing Reciprocal Relationships and Unique Effects on Academic Outcomes - Emma Conor Burns, University of New South Wales; Andrew J. Martin, The University of New South Wales; Rebecca J. Collie, University of New South Wales

11. Testing Assumptions of Dweck's Social-Cognitive Model of Achievement Motivation in Science: A Latent-Interaction Modeling Study - You-kyung Lee, Sookmyung Women's University; Emily Bovee, Michigan State University; Yuanyuan Yue, Old Dominion University; Tony Perez, Old Dominion University; Lisa Linnenbrink-Garcia, Michigan State University

12. Urban Teens' Use of Self-Regulated Learning Strategies: A Comparison of Survey and Diary Data - Rinat Levy-Cohen, Fordham Graduate School of Education; Jenny Arevalo, Fordham Graduate School of Education; Rachel Mann, Fordham University; Danielle Battaglia, Fordham University; Rhonda Suzanne Bondie, Harvard University; Kristen H. Turner, Drew University; Gordon Van Owen, Fordham Graduate School of Education; Akane Zusho, Fordham University

13. What Can Qualitative Profiles of Quantitative Data Teach Us? Variations to a Growth Mind-Set Intervention - Julianna E. Lopez Kershen, Independent Scholar; Kristyna Looney, The University of Oklahoma; Teresa K. DeBacker, University of Oklahoma

14. When to Hold 'Em, When to Fold 'Em: A Markov Model of Task Perseverance - Edward Brent, University of Missouri; Sounak Mizzou Chakraborty, University of Missouri - Columbia; Morgan Mizzou Self, University of Missouri - Columbia; Kandice Grossman, University of Missouri - Columbia

15. Learning Competence of Adolescents - Katrin Saks, University of Tartu; Äli Leijen, University of Tartu; Külli Kori, University of Tartu; Margus Pedaste, University of Tartu

16. The Effects of a Learning Strategies Intervention Administered by Undergraduate Learning Assistants - Joseph C Tise, The Pennsylvania State University; Rayne A. Sperling, The Pennsylvania State University