Yoi Tibbetts
Biographic Data
| ID | 1939587 |
|---|---|
| NAME | Yoi Tibbetts |
| GIVEN NAMES | Yoi |
| FAMILY NAME | Tibbetts |
| SIGNATURE | TIBBETTS Y |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 80 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Identifying the psychological mechanisms of utility‐value activities to inform educational research and practice
BACKGROUND: Utility-value interventions have been shown to promote students' achievement and motivation in mathematics through encouraging them to identify connections between course content and their real lives. To extend the benefits of these interventions, additional research is necessary to test their efficacy in diverse high school contexts, as well as investigate the psychological mechanisms through which they benefit students. AIMS: To inf…
Race, academic achievement and the issue of inequitable motivational payoff
College students’ reasons for leaving biomedical fields
This study examined whether students who left biomedical fields of study during college did so primarily because they became disenchanted with those fields or because they felt attracted to alternative fields of study. We identified 1193 students intending to pursue biomedical fields of study early in college, collected data about their beliefs and performance throughout college, and interviewed them near graduation about their future plans. Desc…
Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first‐generation college students
Many first-generation college students-whose parents have not obtained a 4-year college degree-experience a "cultural mismatch" due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class culture). We documented this mismatch at a 4-year university ( n = 465), and then tested a values-affirmation intervention in a…
Affirming independence
First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared with continuing-generation students (who have at least 1 parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation colleg…
Closing achievement gaps with a utility-value intervention
Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on …
Academic Motivation and Performance
Closing the social class achievement gap for first-generation students in undergraduate biology
Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation int…
Closing the social class achievement gap for first-generation students in undergraduate biology
Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation int…
Closing achievement gaps with a utility-value intervention
Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on …
Affirming independence
First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared with continuing-generation students (who have at least 1 parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation colleg…
Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first‐generation college students
Many first-generation college students-whose parents have not obtained a 4-year college degree-experience a "cultural mismatch" due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class culture). We documented this mismatch at a 4-year university ( n = 465), and then tested a values-affirmation intervention in a…
Race, academic achievement and the issue of inequitable motivational payoff
Closing the social class achievement gap for first-generation students in undergraduate biology
Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation int…
Academic Motivation and Performance
Affirming independence
First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared with continuing-generation students (who have at least 1 parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation colleg…
Closing achievement gaps with a utility-value intervention
Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on …
College students’ reasons for leaving biomedical fields
This study examined whether students who left biomedical fields of study during college did so primarily because they became disenchanted with those fields or because they felt attracted to alternative fields of study. We identified 1193 students intending to pursue biomedical fields of study early in college, collected data about their beliefs and performance throughout college, and interviewed them near graduation about their future plans. Desc…
Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first‐generation college students
Many first-generation college students-whose parents have not obtained a 4-year college degree-experience a "cultural mismatch" due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class culture). We documented this mismatch at a 4-year university ( n = 465), and then tested a values-affirmation intervention in a…
Identifying the psychological mechanisms of utility‐value activities to inform educational research and practice
BACKGROUND: Utility-value interventions have been shown to promote students' achievement and motivation in mathematics through encouraging them to identify connections between course content and their real lives. To extend the benefits of these interventions, additional research is necessary to test their efficacy in diverse high school contexts, as well as investigate the psychological mechanisms through which they benefit students. AIMS: To inf…
Race, academic achievement and the issue of inequitable motivational payoff
Psychology (7 works) · Social Psychology (6 works) · Mathematics education (5 works) · Sociology (5 works) · Education, Achievement, and Giftedness (4 works) · Career Development and Diversity (3 works) · Computer Science (3 works) · Intervention (counseling) (3 works) · Mathematics (3 works) · Medical education (3 works)