Jennifer A Schmidt
Biographic Data
| ID | 3983511 |
|---|---|
| NAME | Jennifer A Schmidt |
| GIVEN NAMES | Jennifer A |
| FAMILY NAME | Schmidt |
| SIGNATURE | SCHMIDT J A |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0003-2853-9801 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms
Motivation scholars have grown increasingly interested in the application of motivation theory to educational practice. We provide an overview of various approaches to supporting students’ motivation and then focus specifically on the potential benefits of multifaceted interventions that integrate across theoretical perspectives and are embedded in classrooms to support students’ motivation. We also discuss how multifaceted interventions can be g…
Students' situational engagement profiles in formal and informal science learning environments
Student engagement is widely considered to be a multidimensional construct consisting of behavioral, cognitive, and affective components. Recent research has examined student engagement in science learning contexts using holistic approaches that account for multidimensionality through the identification of engagement profiles. However, it is not yet clear whether identified science engagement profiles are consistent across different samples, diff…
Disentangling students’ anticipated and experienced costs: The case for understanding both
Lessons from a co-design team on supporting student motivation in middle school science classrooms
Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education r…
Classroom activities as predictors of control, value, and state emotions in science
This article examined relations among classroom activities, students’ momentary control- and value-related appraisals, and students’ state emotions in high school science classrooms. Throughout 10 days of instruction, high school students (N = 244) reported their state emotions and task-specific control- and value-related appraisals during science class, while classroom activities were observed via video. Results obtained through structural equat…
Experiences, activities, and personal characteristics as predictors of engagement in STEM ‐focused summer programs
Out‐of‐school‐time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In this article, we explore how experiences and activities employed in the delivery of summer STEM programs are associated with youth engagement during programming, and whether youth ch…
TidyLPA: An R Package to Easily Carry Out Latent Profile Analysis (LPA) Using Open-Source or Commercial Software
Rosenberg et al., (2018). tidyLPA: An R Package to Easily Carry Out Latent Profile Analysis (LPA) Using Open-Source or Commercial Software. Journal of Open Source Software, 3(30), 978, https://doi.org/10.21105/joss.00978
A person‐in‐context approach to student engagement in science: Examining learning activities and choice
Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the multidimensionality and contextual specificity of student engagement in science. In a unique application of p…
Testing a mindset intervention as a resilience factor among Latino/a students in science
Latinos/as experience underachievement and underrepresentation in science. Mindset beliefs contribute to positive academic outcomes among students generally, but are understudied among Latinos/as in science. In this quasi-experimental study, Latino/a students expressed initial mindset-related beliefs shown to be less generative of success in science than their non-Latino/a classmates. A six-week mindset intervention positively influenced Latinos/…
Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs
Does Mindset Intervention Predict Students’ Daily Experience in Classrooms? A Comparison of Seventh and Ninth Graders’ Trajectories
Associations of Participation in Service Activities with Academic, Behavioral, and Civic Outcomes of Adolescents at Varying Risk Levels
Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students
Adolescents' Participation in Service Activities and Its Impact on Academic, Behavioral, and Civic Outcomes
Correlates of Reduced Misconduct Among Adolescents Facing Adversity
Self-Esteem and Family Challenge: An Investigation of Their Effects on Achievement
Predictors of positive cooperative behavior in youths
This chapter explores factors that predict adolescent participation in cooperative activities, which may indicate a predisposition to become involved in community activities later in life. It specifically examines the idea that middle schoolers' subjective experience of challenge may be linked to cooperative behavior later in adolescence
Maurice Merleau-Ponty: Between Phenomenology and Structuralism
Adolescents' Participation in Service Activities and Its Impact on Academic, Behavioral, and Civic Outcomes
Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students
Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs
Does Mindset Intervention Predict Students’ Daily Experience in Classrooms? A Comparison of Seventh and Ninth Graders’ Trajectories
Correlates of Reduced Misconduct Among Adolescents Facing Adversity
Self-Esteem and Family Challenge: An Investigation of Their Effects on Achievement
Lessons from a co-design team on supporting student motivation in middle school science classrooms
Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education r…
Associations of Participation in Service Activities with Academic, Behavioral, and Civic Outcomes of Adolescents at Varying Risk Levels
Maurice Merleau-Ponty: Between Phenomenology and Structuralism
Predictors of positive cooperative behavior in youths
This chapter explores factors that predict adolescent participation in cooperative activities, which may indicate a predisposition to become involved in community activities later in life. It specifically examines the idea that middle schoolers' subjective experience of challenge may be linked to cooperative behavior later in adolescence
Correlates of Reduced Misconduct Among Adolescents Facing Adversity
Self-Esteem and Family Challenge: An Investigation of Their Effects on Achievement
Adolescents' Participation in Service Activities and Its Impact on Academic, Behavioral, and Civic Outcomes
Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students
Associations of Participation in Service Activities with Academic, Behavioral, and Civic Outcomes of Adolescents at Varying Risk Levels
Does Mindset Intervention Predict Students’ Daily Experience in Classrooms? A Comparison of Seventh and Ninth Graders’ Trajectories
TidyLPA: An R Package to Easily Carry Out Latent Profile Analysis (LPA) Using Open-Source or Commercial Software
Rosenberg et al., (2018). tidyLPA: An R Package to Easily Carry Out Latent Profile Analysis (LPA) Using Open-Source or Commercial Software. Journal of Open Source Software, 3(30), 978, https://doi.org/10.21105/joss.00978
A person‐in‐context approach to student engagement in science: Examining learning activities and choice
Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the multidimensionality and contextual specificity of student engagement in science. In a unique application of p…
Testing a mindset intervention as a resilience factor among Latino/a students in science
Latinos/as experience underachievement and underrepresentation in science. Mindset beliefs contribute to positive academic outcomes among students generally, but are understudied among Latinos/as in science. In this quasi-experimental study, Latino/a students expressed initial mindset-related beliefs shown to be less generative of success in science than their non-Latino/a classmates. A six-week mindset intervention positively influenced Latinos/…
Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs
Experiences, activities, and personal characteristics as predictors of engagement in STEM ‐focused summer programs
Out‐of‐school‐time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In this article, we explore how experiences and activities employed in the delivery of summer STEM programs are associated with youth engagement during programming, and whether youth ch…
Classroom activities as predictors of control, value, and state emotions in science
This article examined relations among classroom activities, students’ momentary control- and value-related appraisals, and students’ state emotions in high school science classrooms. Throughout 10 days of instruction, high school students (N = 244) reported their state emotions and task-specific control- and value-related appraisals during science class, while classroom activities were observed via video. Results obtained through structural equat…
Lessons from a co-design team on supporting student motivation in middle school science classrooms
Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education r…
Disentangling students’ anticipated and experienced costs: The case for understanding both
Students' situational engagement profiles in formal and informal science learning environments
Student engagement is widely considered to be a multidimensional construct consisting of behavioral, cognitive, and affective components. Recent research has examined student engagement in science learning contexts using holistic approaches that account for multidimensionality through the identification of engagement profiles. However, it is not yet clear whether identified science engagement profiles are consistent across different samples, diff…
The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms
Motivation scholars have grown increasingly interested in the application of motivation theory to educational practice. We provide an overview of various approaches to supporting students’ motivation and then focus specifically on the potential benefits of multifaceted interventions that integrate across theoretical perspectives and are embedded in classrooms to support students’ motivation. We also discuss how multifaceted interventions can be g…
Psychology (16 works) · Developmental psychology (11 works) · Social Psychology (11 works) · Youth Development and Social Support (8 works) · Health psychology (7 works) · Mathematics education (7 works) · Medicine (7 works) · Public health (7 works) · Legal psychology (6 works) · Computer Science (5 works)