In Event: 66.059 - Poster Session 14

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

22. Antecedents and Consequences of Expectancy for Success in Undergraduate Biology - Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Michael Balsai; Ting Dai, University of Illinois at Chicago; Yonaton S. Davidson, Temple University; Avi Kaplan, Temple University; Kyle R Mara, University of Southern Indiana; Tony Perez, Old Dominion University; Erica Chew, Old Dominion University; Kevin Stine; Delaram A. Totonchi, Old Dominion University; Taylor Williams, University of Illinois at Urbana - Champaign

23. Belonging as a Predictor of First-Year Engineering Students' Interest and Career Intentions - Emily Bovee, Michigan State University; Kristy A. Robinson, Michigan State University; You-kyung Lee, Sookmyung Women's University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

24. Changes in Preservice Teachers' Motivation Throughout a Teacher Preparation Program - Benjamin M Torsney, University College Dublin; Doug Lombardi, University of Maryland - College Park; Annette Ponnock, University of Maryland - College Park

25. Changes in STEM Motivation During High School for Domestically and Internationally Adopted Adolescents - Eric M. Anderman, The Ohio State University; Alison C. Koenka, University of Oklahoma; Sungjun Won, The Ohio State University

26. Classroom Goal Structure, Achievement Goal Orientation, and Motivational Variables in High-Minority, Low-Achieving, Rural Schools - Joni M. Lakin, Auburn University; Jill D. Salisbury-Glennon, Auburn University; Chih-hsuan Wang, Auburn University

27. Cognitive Autonomy Support Versus Choice: Which Is More Connected to College Students' Cognitive Processing and Interest? - Ji-Eun Lee, Dongguk University; Diane L. Schallert, The University of Texas - Austin; Jinung Kim, Yonsei University

28. Exploring Profiles of Students Using Noncognitive and Cognitive Information - Carol L. Barry, The College Board; Rory Lazowski, The College Board

29. Grit and Conscientiousness: Two Similar but Separable Constructs? - Fabian T. C. Schmidt, Leibniz Institute; Gabriel Nagy, Leibniz-Institute; Johanna Fleckenstein, IPN - Leibniz Institute for Science and Mathematics Education; Jens Möller, University of Kiel; Jan Retelsdorf, University of Hamburg

30. In-the-Moment Motivation Matters to Comprehension and Strategy Use During Reading - Melissa N. Ray, Northern Illinois University; Stephen M. Tonks, Northern Illinois University; Joe Magliano, Northern Illinois University

31. Longitudinal Study of the Impact of Elementary School Students' Mindset, Motivation, and Engagement on Math Achievement - James Ford, The University of Memphis; Leigh M. Harrell-Williams, The University of Memphis; Christian E. Mueller, The University of Memphis; Martin H. Jones, University of New Mexico; Tegan Jemma Reeves, The University of Memphis

32. Motivation and Engagement at the Crux: Latent Growth Curve Analysis Across the Transition to High School - Ross C Anderson, Educational Policy Improvement Center; Matthew C Graham, University of Oregon

33. Motivational Profiles and Achievement-Related Outcomes - Wondimu Ahmed, The University of Akron; Renee R. Mudrey, The University of Akron; Shannon Zentall, The University of Akron

34. Predicting Student Effort in Statistics: A Path Model of Student Attitudes and Effort Toward Statistics - Tamarah Smith, Cabrini College; Ting Dai, University of Illinois at Chicago

35. Social Comparison Feedback and Its Effects on Intrinsic Motivation: An Experimental Study - Jannis Bosch, Potsdam University; Jürgen Wilbert

36. Middle Schoolers' Relationships With Their Math Teachers: Prosocial Behaviors, Self-Efficacy, and Math Interest - Sara L Prewett, University of Missouri - Columbia; David A. Bergin, University of Missouri

37. What Got Me Here: The Precollege Decision-Making Processes of First-Generation College Students - David Bryant Naff, Virginia Commonwealth University; Anita Crowder, Virginia Commonwealth University; Samantha Hope, Virginia Commonwealth University; Kathleen M. Cauley, Virginia Commonwealth University