A Growth-Mixture Analysis of Gendered Career Trajectories: Associations With Math and Reading Motivation and Achievement - Jeffrey M. DeVries, IFS - TU Dortmund; Fani Lauermann, TU Dortmund University

An Integrative Review of Culturally Relevant Education in K–12 Across Developmental and Academic Domains - Sheniqua Jeffrey, Fordham University

Attitudes Toward Online Learning, Reading Comprehension, Device Use, and Demographic: Impact on Online Learning Outcomes During the COVID-19 Pandemic - Teresa M. Ober, University of Notre Dame; Nicole Zapparrata; C. Donnan Gravelle, Graduate Center and the College of Staten Island, CUNY; Arshia K. Lodhi, College of Staten Island; Jessica E. Brodsky, CUNY - Graduate Center; Elizabeth Shiu Che, The Graduate Center, The City University of New York; Holly Weisberg, Graduate Center and the College of Staten Island, CUNY; Patricia J. Brooks, City College of New York - CUNY

Belonging Uncertainty Undermines Students' Math Motivation and Achievement: Differential Pathways for First-Generation and Continuing-Generation Students - Delaram A. Totonchi, University of Virginia; Michelle Francis, University of Virginia; Garam A. Lee, Michigan State University; Christopher Leland Williams, University of Virginia; Jamie DeCoster, University of Virginia; Chris S. Hulleman, University of Virginia; Yoi Tibbetts, University of Virginia

Conceptualization and Measurement of Adolescent Classroom Psychological Need Thwarting - Olajumoke Beulah Adigun, University of Oklahoma

Impact of Instructor Intervention on the Conceptual Understanding of Undergraduate Engineering Students Working in a Group - Robin Jephthah Rajarathinam, University of Illinois at Urbana-Champaign; Emma M. Mercier, University of Illinois at Urbana-Champaign

Relations Between Urban High School Science Students' Agentic Mindset, Agentic (Dis)Engagement, and Perceived Teacher Practice - Erika A. Patall, University of Southern California; Alana Aiko Uilani Kennedy, University of California - Los Angeles; Nicole M. Yates, University of Southern California; Jeanette Zambrano, University of Southern California; Diane Lee, University of Southern California; Amanda Vite, University of Southern California

Student Development in the Years of Early Adolescence: Longitudinal Relations With Teaching Quality - Johanna Marder, Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universität Tübingen; Richard Goellner, Tuebingen University; Benjamin Caspar Fauth, University of Tübingen; Karen Aldrup, Leibniz Institute for Science and Mathematics Education; Ulrich Trautwein, University of Tubingen

The Quality of Parental Homework Support: Reciprocal Associations With Students' Academic Functioning - Lisa Charlotte Benckwitz, Leibniz Institute for Science and Mathematics Education; Karin Guill, Leibniz Institute for Science and Mathematics Education; Janina Roloff, IPN – Leibniz Institute for Science and Mathematics Education, Kiel

Academic Achievement and Social-Emotional Learning in the Contexts of Virtual or Face-to-Face Instruction - Bethany Blair, Orange County Public School

Social Media Drives Families and Child Collaboration With STEM Tool Kits - Valentina Bongiovanni, University of North Florida; Meghan Parkinson, University of North Florida; Christian Winterbottom, University of North Florida; Daniel Dinsmore, University of North Florida

The Relationship Between Learner Preference in Virtual-Reality-Delivered Interventions and Social Skill Acquisition - Maggie A. Mosher, University of Kansas; Adam Carreon, Georgia Southern University; Lindsay Ruhter, The University of Kansas; Sean J. Smith, University of Kansas; Amber L. Rowland, The University of Kansas; Nadya Vignola

Informal Professional Development in Online Communities of Practice at Scale: Mapping Nationwide Educational Twitterspheres - Christian Fischer, Eberhard Karls Universität Tübingen; Fitore Morina, University of Tübingen; Conrad Borchers, University of Tübingen; Lennart Klein, University of Tübingen; Mario Eich, University of Tübingen

Virtual Reality and Immersion Tendency for Spatial Presence and Empathy - Insook Han, Temple University; Timothy Patterson, Temple University; Hyangeun Ji, Temple University

The Effects on Multimedia Learning of Different Gestures Made by Multimedia Pedagogical Agents - Rachel Min Wong, The University of Tennessee; Juan Cristobal Castro-Alonso, Universidad de Chile; Olusola Olalekan Adesope, Washington State University; Fred Paas, Erasmus University Rotterdam

Academic Buoyancy in Conceptually Difficult Math Learning: Exploring Students' Self-Disclosed Emotions, Beliefs, and Perceptions - Samuela Mouzaoir, Michigan State University; Almaz Mesghina, Northwestern University; Lindsey E. Richland, University of California - Irvine

Are Critical Thinking Skills Content Specific or Generic? Evidence From Large-Scale International Student Assessment Data - Hajime Mitani, Rowan University

Association Between Physical Activity and Mathematical Achievement in Chinese Fourth Graders: A Moderated Moderated-Mediation Model - jing Zhou, Beijing Normal University; Tao Yang, Beijing Normal University; Yuanting Yang, Beijing Normal University; Chuanyue Luo

Associations Between Teacher Math Competency and Preschool-Aged Children's Math Skills - Keting Chen, University of Nebraska - Lincoln; Amy Napoli, University of Nebraska - Lincoln

CGI Teachers' Patterns of Interacting With Male and Female Students During Their First and Second Years of Practice - Maria Kolovou, University of Miami; Hua Ran, University of Miami; Walter G. Secada, University of Miami

Exploring the Forces Shaping the Implementation of an Integrated Mathematics and Computer Science Curriculum - Jessica L. Smith, Florida State University; Donna Ellen Granger, Florida State University; Christine Andrews-Larson, Florida State University; Sherry A. Southerland, Florida State University

Applying the Learning Progression Approach to Assessing Argumentation Skills of Middle School Students - Yi Song, Educational Testing Service; Peter Van Rijn, ETS Global

A Validation Study of the Assessment for Learning Measurement Instrument for Ethiopian Teachers - Lake Bedilu Yeworiew, University of Calgary; Kim H. Koh, University of Calgary

Cross-Cultural Differences in Test-Taking Behavior - Gyongyver Molnar, University of Szeged; Samuel Greiff, University of Luxembourg

Data Quality Considerations for Using Amazon MTurk Samples in Educational Research - Ashley Shannon Hufnagle, University of Minnesota - Twin Cities; Tai Tri Do, University of Minnesota - Twin Cities; Shelby Weisen, University of Minnesota - Twin Cities; Yu-Chi Wang, University of Minnesota - Twin Cities; Indah Wahyuni, University of Minnesota - Twin Cities; Miguel Angel Ovies-Bocanegra, University of Minnesota; Geoffrey M. Maruyama, University of Minnesota

Have ACT Scores Declined During the COVID-19 Pandemic? An Examination of School-Day Testing Data - Jeff M. Allen, ACT, Inc.

The First-Stage Validation Analysis of a Newly Developed Scale Instrument for Teachers' Use of Feedback Practice in Formative Assessment: An Exploratory Instrument Design - Xiaorui Sun, Ohio University; Elife Ceviker, Ohio University

An Exploratory Quantitative Text Analysis Approach for Synthesizing Research Articles - Catanya Stager, The University of Alabama - Tuscaloosa; Cheng Hua, University of Alabama; Stefanie A. Wind, University of Alabama

Development and Application of a Four-Tier Test to Effectively Examine Students' Understanding of Mathematics - Iwan Andi Jonri Sianturi, Indiana University - Bloomington; Der-Ching Yang, National Chiayi University

Embodied Communication and Collaboration Within Making Activities - Ekta Shokeen, University of Maryland - College Park; Nihal Katirci, University of Maryland - College Park; Amber Simpson, Binghamton University - SUNY; Caroline "Caro" Cassie-Marie Williams-Pierce, University of Maryland, College Park

Envisioning Black Joy: A Multimodal Ensemble - Lucy K. Spence, University of South Carolina

Multimodality, Language, and Race: The Academic Trajectories of Latin American International Students in Canadian Higher Education - Pedro L dos Santos, Simon Fraser University