Maria Marcus
Biographic Data
| ID | 6528725 |
|---|---|
| NAME | Maria Marcus |
| GIVEN NAMES | Maria |
| FAMILY NAME | Marcus |
| SIGNATURE | MARCUS M |
| AFFILIATIONS | Loyola University Chicago |
| ORCID | 0000-0002-4765-0495 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods
Research Findings: Greater self-regulation has been identified as a protective factor for low-income children’s academic achievement. However, we know less about the long-term protective nature of specific aspects of self-regulation. Data were drawn from predominantly African American and Latino children in low-income communities in Boston, Chicago, and San Antonio during early childhood (mean age = 4.84 years) and middle childhood (mean age = 9.…
Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection
This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative …
Supporting family conversations and children's STEM learning in a children's museum
Supporting family conversations and children's STEM learning in a children's museum
Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection
This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative …
Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods
Research Findings: Greater self-regulation has been identified as a protective factor for low-income children’s academic achievement. However, we know less about the long-term protective nature of specific aspects of self-regulation. Data were drawn from predominantly African American and Latino children in low-income communities in Boston, Chicago, and San Antonio during early childhood (mean age = 4.84 years) and middle childhood (mean age = 9.…
Developmental psychology (3 works) · Pedagogy (3 works) · Psychology (3 works) · African american (2 works) · Children's Rights and Participation (2 works) · Early Childhood Education and Development (2 works) · Ethnic group (2 works) · Sociology (2 works) · Academic achievement (1 work) · Anthropology (1 work)