Peter McPartlan
Dados Biográficos
| ID | 5452433 |
|---|---|
| NOME | Peter McPartlan |
| PRENOMES | Peter |
| SOBRENOME | McPartlan |
| ASSINATURA | MCPARTLAN P |
| AFILIAÇÕES | San Diego State University |
| ORCID | 0000-0002-8777-8995 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 2 |
Components of engagement in saying-is-believing exercises
The saying-is-believing effect is an important step for changing students’ attitudes and beliefs in a wise intervention. However, most studies have not closely examined the process of the saying-is-believing effect when individuals are engaged in the activity. Using a qualitative approach, the present study uses an engagement framework to investigate (a) components of engagement in the saying-is-believing effect; and (b) how differently students …
What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability
I Just Didn’t Feel like a Student Anymore
This paper describes the results of surveys and interviews from over 1800 students in five large STEM classes at a research university when classes abruptly moved online for spring quarter 2020 due to the COVID-19 pandemic. We examine how students’ expectations compared to their realities at the end of the quarter; what factors impacted their spring 2020 quarter; and students’ academic sense of belonging, self-efficacy, cost of engagement, and ef…
When Expectation Isn’t Reality
Existing research indicates that underrepresented-in-STEM racially minoritized students with similar academic preparation are less likely than their counterparts to persist in STEM, raising the question of factors that may contribute to racial disparities in STEM participation beyond academic preparation. We extend the current literature by first examining race-based differences in what students expect to receive and their actual grades in introd…
Modality motivation
Motives for Texting During Early Adolescence
Research on adolescent texting has largely focused on whether the frequency of texting is associated with well-being. Whether the motives for texting is associated with well-being is not well known. We surveyed 130 young adolescents ( M age = 12.41 years) and identified user-clusters based on their motives for texting. We then examined whether the clusters were associated with phone habits that may affect health and learning (e.g., phone placemen…
Diversity fatigue
Diversity fatigue in academia is a dampening in people's response to or enthusiasm for efforts that improve the experience of underrepresented people. This state experience is connected to system-justifying beliefs and is related to concerns about the effort required to do diversity interventions. Understanding and measuring this construct has implications for the psychology of intergroup relations, as well as practical implications for campus co…
Supplemental Material for Diversity Fatigue
Selective Importance in Self-Enhancement
We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students’ positive SCA, on average, we use a pattern-centered approach t…
Easeing Students Into College
Extensive theoretical literature and qualitative evidence nominate learning communities as a promising strategy to improve persistence and success among at-risk populations, such as students who are academically underprepared for college-level coursework. Yet rigorous quantitative evidence on the impacts of these programs is limited. This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and no…
Diversity fatigue
Diversity fatigue in academia is a dampening in people's response to or enthusiasm for efforts that improve the experience of underrepresented people. This state experience is connected to system-justifying beliefs and is related to concerns about the effort required to do diversity interventions. Understanding and measuring this construct has implications for the psychology of intergroup relations, as well as practical implications for campus co…
Selective Importance in Self-Enhancement
We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students’ positive SCA, on average, we use a pattern-centered approach t…
When Expectation Isn’t Reality
Existing research indicates that underrepresented-in-STEM racially minoritized students with similar academic preparation are less likely than their counterparts to persist in STEM, raising the question of factors that may contribute to racial disparities in STEM participation beyond academic preparation. We extend the current literature by first examining race-based differences in what students expect to receive and their actual grades in introd…
Motives for Texting During Early Adolescence
Research on adolescent texting has largely focused on whether the frequency of texting is associated with well-being. Whether the motives for texting is associated with well-being is not well known. We surveyed 130 young adolescents ( M age = 12.41 years) and identified user-clusters based on their motives for texting. We then examined whether the clusters were associated with phone habits that may affect health and learning (e.g., phone placemen…
Easeing Students Into College
Extensive theoretical literature and qualitative evidence nominate learning communities as a promising strategy to improve persistence and success among at-risk populations, such as students who are academically underprepared for college-level coursework. Yet rigorous quantitative evidence on the impacts of these programs is limited. This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and no…
Easeing Students Into College
Extensive theoretical literature and qualitative evidence nominate learning communities as a promising strategy to improve persistence and success among at-risk populations, such as students who are academically underprepared for college-level coursework. Yet rigorous quantitative evidence on the impacts of these programs is limited. This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and no…
Selective Importance in Self-Enhancement
We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students’ positive SCA, on average, we use a pattern-centered approach t…
Modality motivation
Motives for Texting During Early Adolescence
Research on adolescent texting has largely focused on whether the frequency of texting is associated with well-being. Whether the motives for texting is associated with well-being is not well known. We surveyed 130 young adolescents ( M age = 12.41 years) and identified user-clusters based on their motives for texting. We then examined whether the clusters were associated with phone habits that may affect health and learning (e.g., phone placemen…
Diversity fatigue
Diversity fatigue in academia is a dampening in people's response to or enthusiasm for efforts that improve the experience of underrepresented people. This state experience is connected to system-justifying beliefs and is related to concerns about the effort required to do diversity interventions. Understanding and measuring this construct has implications for the psychology of intergroup relations, as well as practical implications for campus co…
Supplemental Material for Diversity Fatigue
What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability
I Just Didn’t Feel like a Student Anymore
This paper describes the results of surveys and interviews from over 1800 students in five large STEM classes at a research university when classes abruptly moved online for spring quarter 2020 due to the COVID-19 pandemic. We examine how students’ expectations compared to their realities at the end of the quarter; what factors impacted their spring 2020 quarter; and students’ academic sense of belonging, self-efficacy, cost of engagement, and ef…
When Expectation Isn’t Reality
Existing research indicates that underrepresented-in-STEM racially minoritized students with similar academic preparation are less likely than their counterparts to persist in STEM, raising the question of factors that may contribute to racial disparities in STEM participation beyond academic preparation. We extend the current literature by first examining race-based differences in what students expect to receive and their actual grades in introd…
Components of engagement in saying-is-believing exercises
The saying-is-believing effect is an important step for changing students’ attitudes and beliefs in a wise intervention. However, most studies have not closely examined the process of the saying-is-believing effect when individuals are engaged in the activity. Using a qualitative approach, the present study uses an engagement framework to investigate (a) components of engagement in the saying-is-believing effect; and (b) how differently students …
Psychology (10 obras) · Social Psychology (6 obras) · Mathematics education (5 obras) · Social Psychology (4 obras) · Sociology (4 obras) · Academic achievement (3 obras) · Clinical Psychology (3 obras) · Clinical Psychology (3 obras) · Computer Science (3 obras) · Developmental psychology (3 obras)