Kristy A Robinson
Biographic Data
| ID | 5761631 |
|---|---|
| NAME | Kristy A Robinson |
| GIVEN NAMES | Kristy A |
| FAMILY NAME | Robinson |
| SIGNATURE | ROBINSON K A |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0003-1949-8091 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Rethinking the Measurement of Motivational Climate
One goal of motivation science is to create classroom climates that support students’ success. Workforce demands and retention problems in STEM point to a need for research on how to support the motivational needs of students. Motivational climate, i.e., students’ perceptions of their learning environments’ motivating or demotivating qualities, is key in shaping students’ subsequent motivation. Extant research does not provide clarity about how m…
Motivational trajectories and experiences of minoritized students in science, technology, engineering, and mathematics
Comparing College Students’ Motivation Trajectories Before and During Covid-19
College students’ retrospective reports commonly indicate motivational declines associated with the COVID-19 pandemic. Using Self-Determination Theory, the present study provided a more nuanced examination of the pandemic’s motivational effect by measuring actual change in six distinct types of motivation. We compared motivation trajectories from the first to the fourth year of college for two cohorts of students, with the fourth-year measurement…
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…
From science student to scientist
This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science ca…
From science student to scientist
This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science ca…
From science student to scientist
This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science ca…
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…
Comparing College Students’ Motivation Trajectories Before and During Covid-19
College students’ retrospective reports commonly indicate motivational declines associated with the COVID-19 pandemic. Using Self-Determination Theory, the present study provided a more nuanced examination of the pandemic’s motivational effect by measuring actual change in six distinct types of motivation. We compared motivation trajectories from the first to the fourth year of college for two cohorts of students, with the fourth-year measurement…
Motivational trajectories and experiences of minoritized students in science, technology, engineering, and mathematics
Rethinking the Measurement of Motivational Climate
One goal of motivation science is to create classroom climates that support students’ success. Workforce demands and retention problems in STEM point to a need for research on how to support the motivational needs of students. Motivational climate, i.e., students’ perceptions of their learning environments’ motivating or demotivating qualities, is key in shaping students’ subsequent motivation. Extant research does not provide clarity about how m…
Education, Achievement, and Giftedness (4 works) · Psychology (4 works) · Mathematics education (3 works) · Social Psychology (3 works) · Career Development and Diversity (2 works) · Class (philosophy) (2 works) · Developmental psychology (2 works) · Educational Environments and Student Outcomes (2 works) · Motivation and Self-Concept in Sports (2 works) · Science education (2 works)