In Event: AERA Poster Session 2

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

Exploring Profiles of Teacher Affective Demeanor in Early Elementary Classrooms - Chelsea Funari, Florida State University; Beth Michelle Phillips, Florida State University; Shawna Durtschi, Florida State University

Two Skill-Based Pathways Teachers Can Use to Increase Their Teaching Passion - Hye-Ryen Jang, Australian Catholic University; Johnmarshall Reeve, Australian Catholic University; Sung Hyeon Cheon, Korea University

High School Teachers' Experiences During the COVID-19 Pandemic - Jenna Bohanski, University of Wisconsin - Eau Claire; Christine Calderon Vriesema, University of Wisconsin - Eau Claire

Preservice Teachers' Situational Interest Becomes a Stronger Predictor of Self-Efficacy Over Time - Meghan Parkinson, University of North Florida; Heather Rogers Haverback, Towson University; Daniel Dinsmore, University of North Florida; Ji Seung Yang, University of Maryland

Exploring the Emotional Endeavor of Teaching: Emotions, Self-Efficacy, and Burnout - Başak Calık, Istanbul Medeniyet University; Yesim Capa Aydin, Middle East Technical University

A Mixed-Methods Approach: Fostering Elementary Students' Collective Efficacy in a Digital Civic Learning Curriculum - Monica Lu, The Ohio State University - Columbus; Shantanu Tilak, The Ohio State University; Saetbyul Kim, The Ohio State University - Columbus; Narmada Paul, University of Kentucky; Yue Sheng, The Ohio State University - Columbus; Irina Kuznetcova, The Ohio State University - Columbus; Kimiko Ching, The Ohio State University; Minxuan Hong, The Ohio State University - Columbus; Eric M. Anderman, The Ohio State University; Michael Glassman, The Ohio State University; Tzu-Jung Lin, The Ohio State University

The Relations Between Students' Belongingness, Self-Efficacy, and Response to Active Learning. - Matthew C Graham, University of Oregon; Katie Jacobson, University of Oregon; Madeleine Smith, University of Oregon; Jenefer E. Husman, University of Oregon; Cynthia Finelli, University of Michigan; Maura J. Borrego, The University of Texas at Austin; Michael J. Prince, Bucknell University

Struggling EFL Writers' Motivation, Self-Regulated Learning, and Writing Competence in Hong Kong Primary Schools - Barry Bai, The Chinese University of Hong Kong; Wenjuan Guo; Jing Wang, The Chinese University of Hong Kong; Bin Shen, The Chinese University of Hong Kong

Code Development for Classifying Emergent Spatial Thinking: Observations in Constructive STEAM Free-Play Environments - Daniel Ness, St. John's University

Academically Productive Talk During COVID-19 - Tony Gutentag, Hebrew University of Jerusalem; Christa S.C. Asterhan, Hebrew University

Exploring Higher Education Faculty Conceptualizations of Transfer and Pedagogical Practices for Enhancing of Transfer - Tamara Galoyan, Drexel University

High School Students' Expectancy, Value, and Cost Profiles and Their Relations With Engagement and Achievement in Math and English - Linjia Zhang, East China Normal University; Yue Li, East China Normal University; Evgeniia Konorova, East China Normal University; YuQing Xu, East China Normal University; Yi Jiang, East China Normal University

Why Lower-Performing Students Engage and Do Not Engage Elaborative Interrogation After Intervention - Joseph C Tise, Texas A&M University; Rayne A. Sperling, The Pennsylvania State University; Michael S Dann, The Pennsylvania State University