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The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level.

This study examines, using structural equation modeling, the mediating effects of ethnic identity and intercultural competence on historically marginalized identities (HMIs) and cognitive empathy. Participants received an Identity Scale score summing each identity marker for groups that have experienced systemic, historic marginalization (i.e., domestic/international student status, race/ethnicity, gender identity, income, and sexual orientation), with an individual being able to attain a score ranging from 0 (no HMI) to 5 (all HMIs present). Information about participants' ethnic identity, cognitive empathy, and intercultural competence was also collected. The sample included a diverse, representative sample of 623 participants from three higher education institutions in the United States. Our tested model showed significant direct and indirect effects among all the variables with the exception of one relationship. The paper discusses the model results and the implications of our findings for inclusive education.

Despite travel restrictions, U.S. colleges invest in students' global learning, to prepare graduates to thrive in today's interdependent society and world. This multi-method longitudinal study applies a constructive developmental and intersectional lens to examine the impact of travel and non-travel based global learning on intercultural competence and change in social diversity, also assessing the pathways that connect these variables. Our pilot findings suggest a greater contribution of on-campus global learning to development of intercultural competence compared to travel-based experiences, such as study abroad. Furthermore, on-campus global learning also contributes significantly to increases in the diversity of students' peer relationships, and that diversity then connects to intercultural competence. Somewhat surprisingly, these patterns remain consistent for those with historically dominant and marginalized identities.

The widely used Draw a Scientist Test was revised to focus on statistics and 110 Elementary Statistics students were asked to draw a statistician. In addition, to better understand students' drawings and have some relative comparison, 173 College Algebra students were asked to draw a mathematician. A detailed analysis of students' images and students' demographic information was conducted using descriptive statistics, categorical data analysis, logistic regressions, and hierarchical cluster analysis. Results showed that students tend to perceive statisticians and mathematicians as primarily White and male. However, female students were more likely than male students to draw a female statistician and mathematician. Two themed clusters emerged from the hierarchical cluster analysis for both the math and statistics students. We discuss the implications of the results for teaching and future research.

Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.

This article analyses the relationship between impostor phenomenon and motivation in academic women. These highly successful academics often express feelings of self-doubt, lack of belongingness, and incompetence, ideas echoed within motivation literature. This project establishes IP prevalence within 1,326 self-identified academic women and examines the relationship between IP and motivation (operationalized by measures from Expectancy-Value Theory, Attribution Theory, and Self-Determination Theory). Findings indicate elevated levels of IP amongst our female academic sample. Statistically significant relationships were observed between IP and measures of motivation, including negative relationships between IP and sense of relatedness, as well as IP and attributions of success and failure. Results also indicate a combination of feelings of competence and relatedness, attributions to luck, ability, ease, and effort, and both cost and utility values predict 57.6% of the variance in IP sum score. Implications for graduate and early career supports, as well as systemic and cultural changes are discussed.

Stereotype threat theory (STT) presents a potential explanation for differences in achievement in math and science for women. Specifically, STT postulates that the perceived risk of confirming a negative stereotype about an individual's identity group acts as a psychological burden that negatively impacts performance. This study is the third in a series of studies examining the impact of ST on gender differences in science. The present study tested the impact of stereotype threat (ST) on gender differences in biology achievement, self-efficacy, motivation, and domain identification using a four-group, quasi-experimental design. 83 introductory-level college biology students were randomly assigned to 1 of 4 ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified ST condition. Results indicated that there were no gender differences by ST condition; however, overall, the women identified more with the field.

In this article, we describe some of the common misconceptions guests have expressed while visiting a Museum of Natural History and Science, along with ways in which museum educators had reacted to and/or responded to guests' misconceptions. Correcting commonly held misconceptions can be difficult, especially when guests are emotionally invested in their conceptual understandings or beliefs. Therefore, in this article, we further describe what conceptual change is and present two approaches museum educators can utilize to facilitate conceptual change. Specifically, we discuss a "Refutation Approach" and "Inquiry Approach" to facilitating conceptual change, and support museum educators' use of both or either approach in an enthusiastic fashion, without hindering guests' exploratory spirit. We conclude this article with some words of encouragement to educational researchers, museum educators, and museum enthusiasts.

Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual's identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed.

The Teaching for Transformative Experience in Science (TTES) model has shown to be a useful tool to generate learning and engagement in science. We investigated the effectiveness of TTES for facilitating transformative experience (TE), learning, the development of topic interest and transfer of course concepts to other courses employing a quasi-experimental design. Our goal was to determine the effectiveness of TTES compared to an alternative teaching method in a course designed for academically at-risk undergraduate students. Specifically, we explored the impact of TTES for teaching about motivation in a college success course. The results showed that TTES generated TE outside of the biological sciences, increased learning, developed student interest and facilitated self-reported transfer to other courses. The findings have important implications for facilitating learning and motivation in academically at-risk college students, which may subsequently impact college student retention and academic success.

The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of conceptual change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to conceptual change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra ("J Res Sci Teach" 48:901-918, 2011) by providing a more comprehensive test of the CRKM. The variables included in the model tested in this study included emotions: boredom, enjoyment and anxiety; approach goals, need for cognition, motivation, deep cognitive engagement, course grade, and conceptual change. Results of a path analysis conducted on 117 introductory-level college physics students indicated that enjoyment was linked to students' motivation, deep cognitive engagement, course grade, and conceptual change. Motivational variables were linked to cognitive engagement, course grade, and conceptual change. Finally, students' course grade was linked to their conceptual change. Need for cognition, boredom, and anxiety played no role in the model. An alternative, revised model was presented excluding these three variables. Theoretical and practical implications of the study are discussed.

We surveyed 139 (88 traditional, 51 nontraditional) students on various motivational measures of self-determination, attribution, and expectancy-value to (a) investigate motivational differences by student status and (b) identify the motivational variables that best predict academic achievement by student status. Results of a multivariate analysis of variance (MANOVA) indicated that nontraditional students report significantly higher levels of interest and teacher influence, just to name two. Results of two stepwise regression analyses suggest that ability-attribution and cost-value variables predict traditional students' academic achievement, and self-efficacy and peer-personal support variables predict nontraditional students' academic achievement. Implications are further discussed, along with avenues for future research.

We tested a theoretical model of college students' ratings of messengers of resilience and models of resilience, students' own perceived resilience, regulatory strategy use and achievement. A total of 116 undergraduates participated in this study. The results of a path analysis indicated that ratings of models of resilience had a direct effect on students' perceived resilience and that perceived resilience directly influenced regulatory strategy use (i.e. effort regulation, self-regulation and time management), which influenced academic achievement (as measured by grade point average). The implications of our findings are further discussed, along with avenues for future research.

The Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students' metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.

Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students' use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed.

A model of expertise in physics problem solving was tested on undergraduate science, physics, and engineering majors enrolled in an introductory-level physics course. Structural equation modeling was used to test hypothesized relationships among variables linked to expertise in physics problem solving including motivation, metacognitive planning, strategy use, categorization skills, and free-body diagrams. Results indicated that student motivation had a significant influence on metacognitive planning, strategy use, and categorization skills. Categorization skills influenced problem-solution scores directly, and indirectly, through strategy use. Categorization skills also had a significant influence on free-body diagrams. Free-body diagrams and metacognitive planning both had a significant influence on strategy use. Finally, strategy use had a significant influence on problem-solution scores. The implications of these findings for future research and developing students' expertise in physics problem solving are discussed. (Contains 4 tables and 2 figures.)

The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. An exploratory factor analysis provided evidence of construct validity, revealing six components of students' metacognition when solving physics problems including: knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. Although women and men differed on the components, they had equivalent overall metacognition for problem solving. The implications of these findings for future research are discussed. (Contains 3 tables.)

An assessment-oriented design-based research model was applied to existing inquiry-oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment "for" learning by embedding "discursive" formative assessment more directly into the curriculum. Three twenty-hour curricula were designed and aligned to content standards, and three levels of assessments were developed and used to assess and enhance learning for each curriculum. These assessments included three or four informal "activity-oriented" quizzes and discursive formative feedback rubrics supporting collective discourse, a "curriculum-oriented" examination of individual conceptual understanding, and a "standards-oriented" test measuring aggregated achievement of targeted standards. After two design-research cycles, worthwhile scientific argumentation and statistically significant gains were attained for two of the three packages on the exam and test. Achievement gains were comparable to or larger than those of students in comparison classrooms. Many existing innovations could be enhanced and evaluated in this fashion; designing these strategies directly into innovations could have an even greater impact on discourse, understanding, and achievement. (Contains 3 tables, 6 figures and 8 notes.)

Despite travel restrictions, U.S. colleges invest in students' global learning, to prepare graduates to thrive in today's interdependent society and world. This multi-method longitudinal study applies a constructive developmental and intersectional lens to examine the impact of travel and non-travel based global learning on intercultural competence and change in social diversity, also assessing the pathways that connect these variables. Our pilot findings suggest a greater contribution of on-campus global learning to development of intercultural competence compared to travel-based experiences, such as study abroad. Furthermore, on-campus global learning also contributes significantly to increases in the diversity of students' peer relationships, and that diversity then connects to intercultural competence. Somewhat surprisingly, these patterns remain consistent for those with historically dominant and marginalized identities. [ABSTRACT FROM AUTHOR]

This study examined the relationship among cognitive and motivational variables impacting college students' willingness to take mitigative action to reduce the impacts of human-induced climate change. One hundred and forty college students were asked to read a persuasive text about human-induced climate change and were pre- and post-tested on their attitudes about climate change and their willingness to take action to mitigate its effects. Students showed statistically significant changes in their attitudes about climate change and their willingness to commit to take action. A path model demonstrated that openness to change and a willingness to think deeply about issues predicted both change in attitudes and expressed willingness to take action. This research demonstrates that a persuasive text has the potential to promote change around complex socio-scientific issues. (Contains 2 figures and 3 tables.)

A model of conceptual change in physics was tested on introductory-level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre- to post-administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. (Contains 2 figures, 2 tables, and 1 note.)

One hundred and seventy-eight second grade students from two states (Georgia and Massachusetts) participated in an experiment in which they were randomly assigned to either (1) a computer program designed to increase fluency in addition and subtraction, (2) a program designed to improve cognitive strategy use for addition and subtraction, (3) a program that combined the fluency and cognitive strategy instruction programs or (4) a control condition. The intervention consisted of 40 half-hour sessions (2 sessions per week for 20 weeks). Prior to the intervention, and immediately following the intervention, the participants were tested on fluency, cognitive strategy use, and mathematics achievement. ANCOVAs indicated that children in the combined fluency and cognitive strategy use condition significantly improved their mathematics achievement in comparison to the control group. When we examined the impact of the intervention as a function of gender, boys appeared to benefit from the intervention, but girls did not. (Contains 3 tables.)

A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's "Adaptive Control of Thought-Rational" (ACT-R) theory. The model shows how conceptualization, self-efficacy, and strategy interact and contribute to the successful solution of quantitative, well-defined chemistry problems in the areas of stoichiometry, thermochemistry, and properties of solutions. A statistical path analysis and students' explanations supported the model and indicated that the students' problem conceptualization and chemistry self-efficacy influenced their strategy use, which, in turn, strongly influenced their problem-solving success. The implication of these findings for future research and developing students' expertise in chemistry problem solving is that a strategy is advantageous when it is built on a foundation of conceptual knowledge and chemistry self-efficacy. (Contains 5 tables and 3 figures.)

A model of expertise in physics was tested on a sample of 374 college students in 2 different level physics courses. Structural equation modeling was used to test hypothesized relationships among variables linked to expert performance in physics including strategy use, pictorial representation, categorization skills, and motivation, and these variables were examined for their influence on physics achievement. Gender was included in the model to examine how it influenced achievement indirectly through its influence on the other variables in the model. Two levels of expertise were examined by testing the model on trigonometry-based physics students and on more advanced, calculus-based physics students. Results were similar across both levels of expertise: For both courses, student motivation had a significant influence on students' strategy use and categorization skills. Categorization skills, in turn, influenced student achievement directly, and indirectly, through strategy use. Strategy use had a significant influence on achievement. Pictorial representation played little role in the model. Gender contributed primarily through motivation, but for the more advanced level course it also directly predicted strategy use. (Contains 1 figure and 5 tables.)

This study examined how 770 nonscience majors, enrolled in a core-curriculum science course, conceptualized their motivation to learn science. The students responded to the Science Motivation Questionnaire, a 30-item Likert-type instrument designed to provide science education researchers and science instructors with information about students' motivation to learn science. The students' scores on the Science Motivation Questionnaire were reliable and related to students' high school preparation in science, GPA in college science courses, and belief in the relevance of science to their careers. An exploratory factor analysis provided evidence of construct validity, revealing that the students conceptualized their motivation to learn science in terms of five dimensions: "intrinsic motivation and personal relevance", "self-efficacy and assessment anxiety", "self-determination", "career motivation", and "grade motivation". Women and men had different profiles on these dimensions, but equivalent overall motivation to learn science. Essays by all of the students explaining their motivation to learn science and interviews with a sample of the students were used to interpret Science Motivation Questionnaire scores. The findings were viewed in terms of a social-cognitive theory of learning, and directions for future research were discussed. (Contains 4 tables and 1 figure.)