Jeanette Zambrano
Biographic Data
| ID | 6510877 |
|---|---|
| NAME | Jeanette Zambrano |
| GIVEN NAMES | Jeanette |
| FAMILY NAME | Zambrano |
| SIGNATURE | ZAMBRANO J |
| AFFILIATIONS | University of Southern California |
| ORCID | 0000-0003-0819-7576 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Race-reimaged autonomy support
Although self-determination theory (SDT) and culturally relevant and responsive education (CRRE) each offer valuable insights for supporting student motivation, they have rarely been integrated. This study introduces and validates a measure of the Race-Reimaged Autonomy-Supportive Instruction (RR-ASI) framework, which reimages core SDT practices through a culturally grounded, justice-oriented lens. Across three studies, we validated the RR-ASI fr…
Undergraduate Women Socially Develop Science Identities Through Everyday Talk and Recognition
Science identity is a key predictor of persistence in STEM. Although prior research has established the importance of social recognition for identity development, less is known about how recognition operates within informal, everyday interactions. This explanatory sequential mixed methods study investigated whether and how social recognition during informal science talk contributes to science identity and STEM persistence, particularly for underg…
Daily autonomy, relatedness, and classroom engagement among Latino and White high school science students
Teacher support for students’ psychological needs and student engagement
Students’ beliefs about agentic engagement
Promoting an agentic orientation
Social influences of interest
Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or ree…
Talking about science interests
Social influences of interest
Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or ree…
Teacher support for students’ psychological needs and student engagement
Talking about science interests
Talking about science interests
Social influences of interest
Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or ree…
Students’ beliefs about agentic engagement
Promoting an agentic orientation
Teacher support for students’ psychological needs and student engagement
Daily autonomy, relatedness, and classroom engagement among Latino and White high school science students
Race-reimaged autonomy support
Although self-determination theory (SDT) and culturally relevant and responsive education (CRRE) each offer valuable insights for supporting student motivation, they have rarely been integrated. This study introduces and validates a measure of the Race-Reimaged Autonomy-Supportive Instruction (RR-ASI) framework, which reimages core SDT practices through a culturally grounded, justice-oriented lens. Across three studies, we validated the RR-ASI fr…
Undergraduate Women Socially Develop Science Identities Through Everyday Talk and Recognition
Science identity is a key predictor of persistence in STEM. Although prior research has established the importance of social recognition for identity development, less is known about how recognition operates within informal, everyday interactions. This explanatory sequential mixed methods study investigated whether and how social recognition during informal science talk contributes to science identity and STEM persistence, particularly for underg…
Psychology (6 works) · Social Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Motivation and Self-Concept in Sports (3 works) · Autonomy (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Education, Achievement, and Giftedness (2 works)