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Informal Engineering Education After School: Employing the Studio Model for Motivation and Identification in STEM Domains
16 references·2 citing·41 second hop
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References

  • 1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches35,275 cited
  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior34,111 cited
  • 2000Expectancy–Value Theory of Achievement Motivation7,373 cited
  • 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions6,908 cited
  • 1998What Is Agency?6,156 cited
  • 1990Positioning: The Discursive Production of Selves5,357 cited
  • 2003The cultural nature of human development5,249 cited
  • 1983Expectancies, values and academic behaviors3,902 cited
  • 1982Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory.2,720 cited
  • 1994Facilitating Internalization: The Self‐Determination Theory Perspective2,623 cited
  • 2002Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve1,800 cited
  • 1995In the Mind of the Actor: The Structure of Adolescents' Achievement Task Values and Expectancy-Related Beliefs1,627 cited
  • 1985Children's ideas in science1,538 cited
  • 2003When Smart Groups Fail1,443 cited
  • 2009Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action

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1,407 cited
  • 1990Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.1,231 cited
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    • 2020First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicit gender‐science stereotypes25 cited
    • 2023Applicability of the Studio Pedagogy for the Preparation of a Future Workforce1 cited