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Results #1-#6 of 6
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National Science Policy Study 
  
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S. Hays; Editors: T. Thaden-Koch and R. Fuller, PERC 1998 Proceedings, 87-100.
In this PERC 1998 session, Sharon Hays discusses her work on formulating a policy with respect to science for the United States Congress.
https://www.per-central.org/document/ServeFile.cfm?ID=11994&DocID=2800
Psychological Review
A social-cognitive approach to motivation and personality 
  
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C. Dweck and E. Leggett, Psychol. Rev., 95 (2), 256-273 (2005).
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a…
https://doi.org/10.1037/0033-295x.95.2.256
When Trying Hard Isn’t Natural: Women’s Belonging With and Motivation for Male-Dominated STEM Fields As a Function of Effort Expenditure Concerns 
  
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J. Smith, K. Lewis, L. Hawthorne, and S. Hodges, Pers Soc Psychol, 39 (2), 131-143 (2013).
Feeling like one exerts more effort than others may influence women’s feelings of belonging with science, technology, engineering, and math (STEM) and impede their motivation. In…
https://doi.org/10.1177/0146167212468332
Communication Education
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility 
  
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P. Witt and J. Kerssen-Griep, Commun. Educ., 60 (1), 75-94 (2010).
Instructors routinely provide feedback for students concerning the work the students produce as part of a classroom course. Although such information is required of instructors and…
https://doi.org/10.1080/03634523.2010.507820
Communication Teacher
Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning 
  
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K. Denker, Commun. Teach, 27 (1), 50-69 (2012).
Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn…
https://doi.org/10.1080/17404622.2012.730622
Effects of beliefs about the nature of knowledge on comprehension 
  
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M. Schommer-Aikins, J. Educ. Psychol., 82 (3), 498-504 (1990).
Two questions were addressed: "What are students' beliefs about the nature of knowledge?" and "How do these beliefs affect comprehension?" In Experiment 1, an epistemological…
https://doi.org/10.1037/0022-0663.82.3.498