@article{ozturk_zhao_hoffman_joy_marlow_law_deutsch_mathews_mcguire_balkwill_et al._2024, title={Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity}, volume={2}, ISSN={["1573-6601"]}, url={http://europepmc.org/abstract/med/38418750}, DOI={10.1007/s10964-024-01949-0}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Ozturk, Emine and Zhao, Mengya and Hoffman, Adam J. and Joy, Angelina and Marlow, Christina S. and Law, Fidelia and Deutsch, Ashley R. and Mathews, Channing J. and Mcguire, Luke and Balkwill, Frances and et al.}, year={2024}, month={Feb} }
 @article{ozturk_zhao_hoffman_joy_marlow_law_deutsch_mathews_mcguire_balkwill_et al._2024, title={Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity (28 Feb, 10.1007/s10964-024-01949-0, 2024)}, volume={4}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-024-01978-9}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Ozturk, Emine and Zhao, Mengya and Hoffman, Adam J. and Joy, Angelina and Marlow, Christina S. and Law, Fidelia and Deutsch, Ashley R. and Mathews, Channing J. and McGuire, Luke and Balkwill, Frances and et al.}, year={2024}, month={Apr} }
 @article{ozturk_zhao_joy_marlow_law_deutsch_mathews_hoffman_mcguire_winterbottom_et al._2024, title={The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs}, volume={19}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0294276}, abstractNote={Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; M age = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents’ expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents’ utility values. The findings suggest that parents’ math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.}, number={4}, journal={PLOS ONE}, author={Ozturk, Emine and Zhao, Mengya and Joy, Angelina and Marlow, Christina S. and Law, Fidelia and Deutsch, Ashley R. and Mathews, Channing J. and Hoffman, Adam J. and McGuire, Luke and Winterbottom, Mark and et al.}, year={2024}, month={Apr} }
 @article{mcguire_marlow_hoffman_joy_law_hartstone-rose_rutland_winterbottom_balkwill_burns_et al._2023, title={Children & apos;s and adolescents' evaluations of wealth-related STEM inequality}, volume={9}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12710}, abstractNote={Abstract}, journal={SOCIAL DEVELOPMENT}, author={Mcguire, Luke and Marlow, Christina and Hoffman, Adam J. and Joy, Angelina and Law, Fidelia and Hartstone-Rose, Adam and Rutland, Adam and Winterbottom, Mark and Balkwill, Frances and Burns, Karen P. and et al.}, year={2023}, month={Sep} }
 @article{joy_mathews_zhao_law_mcguire_hoffman_balkwill_burns_butler_drews_et al._2023, title={Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs}, volume={2}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-023-01734-5}, abstractNote={Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents' science engagement, interest, and growth mindset. Participants were adolescents (M age  = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants' science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest.}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Joy, Angelina and Mathews, Channing J. and Zhao, Mengya and Law, Fidelia and McGuire, Luke and Hoffman, Adam J. and Balkwill, Frances and Burns, Karen P. and Butler, Laurence and Drews, Marc and et al.}, year={2023}, month={Feb} }
 @article{hoffman_mcguire_mathews_joy_law_drews_rutland_hartstone-rose_winterbottom_mulvey_2023, title={The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults}, volume={18}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0282076}, abstractNote={During the COVID-19 pandemic, young people have been exposed to distressing content about COVID-19 without knowing whether they can trust such content. This indicates a need to examine the effects of social media use on mental health and well-being. Existing research provides an inconsistent impression of such effects. Thus, we examined the relation between exposure to COVID-19 information on social media and well-being and assessed if trust in COVID-19 information on social media moderated this relationship. The sample consisted of 168 adolescents and young adults from the U.K. and U.S. (Mage = 17.4 years). Participants completed measures of exposure to, and trust in, COVID-19 information on social media platforms, and measures of emotional, psychological, and social well-being. Results revealed a null to positive relation between exposure to COVID-19 information on social media and well-being across measures. However, when trust was added to the models as a moderator, results indicated that, for adolescents with higher levels of trust in COVID-19 information found on social media, the relation between information encountered on social media and well-being was positive. In contrast, for adolescents with lower levels of trust, the association between information encountered on social media and well-being was null or sometimes negative. Given the lack of consensus about the impact of social media use on well-being, these results point to the importance of trust when assessing the relationship between exposure to COVID-19 information and well-being.}, number={3}, journal={PLOS ONE}, author={Hoffman, Adam J. J. and McGuire, Luke and Mathews, Channing J. J. and Joy, Angelina and Law, Fidelia and Drews, Marc and Rutland, Adam and Hartstone-Rose, Adam and Winterbottom, Mark and Mulvey, Kelly Lynn}, year={2023}, month={Mar} }
 @article{mcguire_hoffman_mulvey_hartstone-rose_winterbottom_joy_law_balkwill_burns_butler_et al._2022, title={Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents}, volume={11}, ISSN={["1573-2762"]}, DOI={10.1007/s11199-022-01327-9}, abstractNote={Abstract}, journal={SEX ROLES}, author={McGuire, Luke and Hoffman, Adam J. and Mulvey, Kelly Lynn and Hartstone-Rose, Adam and Winterbottom, Mark and Joy, Angelina and Law, Fidelia and Balkwill, Frances and Burns, Karen P. and Butler, Laurence and et al.}, year={2022}, month={Nov} }
 @article{zhao_mathews_mulvey_hartstone-rose_mcguire_hoffman_winterbottom_joy_law_balkwill_et al._2022, title={Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging}, volume={11}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-022-01694-2}, abstractNote={Abstract}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Zhao, Mengya and Mathews, Channing J. and Mulvey, Kelly Lynn and Hartstone-Rose, Adam and McGuire, Luke and Hoffman, Adam J. and Winterbottom, Mark and Joy, Angelina and Law, Fidelia and Balkwill, Frances and et al.}, year={2022}, month={Nov} }
 @article{mathews_mcguire_joy_law_winterbottom_rutland_drews_hoffman_mulvey_hartstone-rose_2021, title={Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?}, volume={16}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0259523}, abstractNote={This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants’ level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.}, number={11}, journal={PLOS ONE}, author={Mathews, Channing J. and McGuire, Luke and Joy, Angelina and Law, Fidelia and Winterbottom, Mark and Rutland, Adam and Drews, Marc and Hoffman, Adam J. and Mulvey, Kelly Lynn and Hartstone-Rose, Adam}, year={2021}, month={Nov} }
 @article{hoffman_kurtz-costes_shaheed_2021, title={Ethnic-Racial Identity, Gender Identity, and Well-Being in Cherokee Early Adolescents}, volume={27}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000354}, abstractNote={OBJECTIVES
We examined ethnic-racial and gender identities and their relations to self-esteem and well-being among Cherokee early adolescents. We also explored gender differences in the significance to boys and girls of ethnic-racial and gender identities.


METHOD
The sample consisted of 212 Cherokee 6th, 7th, and 8th grade girls and boys (Mage = 12.7 years). Adolescents completed survey measures of gender and ethnic-racial centrality, gender private regard, ethnic-racial private regard, ethnic-racial public regard, self-esteem, and three measures of well-being.


RESULTS
Both genders reported high levels of the importance of being Cherokee to their identity (i.e., centrality), and strong positive attitudes toward being Cherokee (i.e., ethnic-racial private regard). Boys perceived gender as more important and more positive than girls. Among girls, ethnic-racial identity was more central and was viewed more positively than their gender identity. Mean levels of ethnic-racial and gender centrality did not differ for boys, nor did their reports of ethnic-racial and gender private regard. Youth's perceptions that others hold Cherokees in high regard (public regard) decreased across the grade levels. For both boys and girls, gender identity dimensions had stronger relations than ethnic-racial identity to psychosocial outcomes.


CONCLUSIONS
For this sample of Cherokee adolescents, ethnic-racial identity held more prominence for girls than for boys, although aspects of gender identity were more strongly related to well-being for both genders. Results of the study indicate the significance of considering multiple identities in understanding identity development in American Indian adolescents. (PsycInfo Database Record (c) 2020 APA, all rights reserved).}, number={1}, journal={CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY}, author={Hoffman, Adam J. and Kurtz-Costes, Beth and Shaheed, Janae}, year={2021}, month={Jan}, pages={60–71} }
 @article{mcguire_monzavi_hoffman_law_irvin_winterbottom_hartstone-rose_rutland_burns_butler_et al._2021, title={Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites}, volume={12}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2021.503237}, abstractNote={Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, Mage = 6.73; late childhood, n = 136, Mage = 10.01; adolescence, n = 59, Mage = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.}, journal={FRONTIERS IN PSYCHOLOGY}, author={McGuire, Luke and Monzavi, Tina and Hoffman, Adam J. and Law, Fidelia and Irvin, Matthew J. and Winterbottom, Mark and Hartstone-Rose, Adam and Rutland, Adam and Burns, Karen P. and Butler, Laurence and et al.}, year={2021}, month={Mar} }
 @article{mulvey_gonultas_hope_hoffman_distefano_irvin_carlson_2021, title={The Complex Nature of Youth Aggression: Relations Between Cognition, Discrimination, and Peer Perceptions of Bullying Involvement}, volume={53}, ISSN={["1552-8499"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85085381353&partnerID=MN8TOARS}, DOI={10.1177/0044118X20920085}, abstractNote={ Youth victimization and aggression are common in adolescents’ everday lives. This study examines relations between youth cognition and reasoning around bullying and possible responses to bullying, peer nominations related to youth roles in the bullying ecology and self-report experiences of perceived racial discrimination using latent class analyses. Participants included 6th ( n = 423) and 9th ( n = 392) grade adolescents in the United States (49.1% female). Five distinct classes emerged: Typical, Uninvolved, Challengers, Experiences Discrimination, and Experiences Discrimination and Involved. Furthermore, participants in these classes reasoned about the acceptability of youth aggression and about their likelihood of different responses to youth aggression in distinct ways. Findings document that the Challengers class was most likely to judge the aggression as wrong and the least likely to indicate that they would not respond if they observed aggression. Furthermore, both classes of youth who reported experiencing discrimination judged the aggression as more acceptable. }, number={6}, journal={YOUTH & SOCIETY}, publisher={SAGE Publications}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Hope, Elan C. and Hoffman, Adam J. and DiStefano, Christine and Irvin, Matthew J. and Carlson, Ryan}, year={2021}, month={Sep}, pages={979–1000} }
 @article{hoffman_mcguire_rutland_hartstone-rose_irvin_winterbottom_balkwill_fields_mulvey_2021, title={The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs}, volume={50}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-020-01302-1}, abstractNote={Abstract}, number={2}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Hoffman, Adam J. and McGuire, Luke and Rutland, Adam and Hartstone-Rose, Adam and Irvin, Matthew J. and Winterbottom, Mark and Balkwill, Frances and Fields, Grace E. and Mulvey, Kelly Lynn}, year={2021}, month={Feb}, pages={314–323} }
 @article{mulvey_mcguire_hoffman_goff_rutland_winterbottom_balkwill_irvin_fields_burns_et al._2020, title={Interest and learning in informal science learning sites: Differences in experiences with different types of educators}, volume={15}, ISSN={["1932-6203"]}, url={https://doi.org/10.1371/journal.pone.0236279}, DOI={10.1371/journal.pone.0236279}, abstractNote={This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.}, number={7}, journal={PLOS ONE}, author={Mulvey, Kelly Lynn and McGuire, Luke and Hoffman, Adam J. and Goff, Eric and Rutland, Adam and Winterbottom, Mark and Balkwill, Frances and Irvin, Matthew J. and Fields, Grace E. and Burns, Karen and et al.}, editor={Kwok, Man KiEditor}, year={2020}, month={Jul} }
 @article{mulvey_mcguire_hoffman_hartstone-rose_winterbottom_balkwill_fields_burns_drews_chatton_et al._2020, title={Learning hand in hand: Engaging in research-practice partnerships to advance developmental science}, volume={172}, ISSN={["1534-8687"]}, url={https://doi.org/10.1002/cad.20364}, DOI={10.1002/cad.20364}, abstractNote={Abstract Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research–practice partnerships, which involve both research and practice‐based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research–practice partnership.}, number={172}, journal={TRANSITION & DEVELOPMENT}, publisher={Wiley}, author={Mulvey, Kelly Lynn and McGuire, Luke and Hoffman, Adam J. and Hartstone-Rose, Adam and Winterbottom, Mark and Balkwill, Frances and Fields, Grace E. and Burns, Karen and Drews, Marc and Chatton, Melissa and et al.}, year={2020}, pages={125–134} }
 @article{adams_kurtz-costes_hoffman_volpe_rowley_2020, title={Longitudinal Relations Between Skin Tone and Self-Esteem in African American Girls}, volume={56}, ISSN={["1939-0599"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85092696784&partnerID=MN8TOARS}, DOI={10.1037/dev0001123}, abstractNote={We examined developmental changes in self-esteem from late childhood to late adolescence in African American girls (N = 124), comparing skin tone groups. Girls completed a measure of self-esteem when they were in Grades 5, 7, 10, and 12, and in Grade 12 their skin tone was rated on a 3-point scale (1 = Light, 2 = Medium, 3 = Dark). Girls with lighter skin reported higher self-esteem than dark and medium-toned girls in Grades 5 and 7, and their self-esteem remained high across the seven years of the study. The self-esteem of dark- and medium-skinned girls increased in high school such that at Grade 12, medium-skinned girls had higher self-esteem than dark-skinned girls, who did not differ from light-skinned girls. The results are discussed in terms of theory-building on the topic of colorism. (PsycInfo Database Record (c) 2020 APA, all rights reserved).}, number={12}, journal={DEVELOPMENTAL PSYCHOLOGY}, author={Adams, Elizabeth A. and Kurtz-Costes, Beth and Hoffman, Adam J. and Volpe, Vanessa V. and Rowley, Stephanie J.}, year={2020}, month={Dec}, pages={2322–2330} }
 @article{banales_hoffman_rivas-drake_jagers_2020, title={The Development of Ethnic-Racial Identity Process and Its Relation to Civic Beliefs among Latinx and Black American Adolescents}, volume={49}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-020-01254-6}, abstractNote={Despite associations between ethnic-racial identity processes (i.e., exploration and resolution) and positive psychosocial outcomes among adolescents, limited empirical research investigates longitudinal associations between these processes and civic beliefs. To address this gap in the literature, this research explored whether changes in ethnic-racial identity exploration and resolution predicted civic beliefs among adolescents. Participants included 400 Latinx (n = 121; 47.1% girls) and Black American (n = 279; 52.0% girls) adolescents in the 6th (n = 210), 7th (n = 113) and 8th Grades (n = 74). Neither initial levels nor changes in ethnic-racial identity exploration predicted civic beliefs across four time-points of the study, or across two years of middle school. Adolescents who demonstrated greater increases in ethnic-racial identity resolution across two years of middle school were likely to have greater civic beliefs by the end of the two years, as compared to adolescents who had smaller increases in resolution. These results suggest that adolescents who have an increasingly clear sense of their ethnic-racial selves may have greater access to cognitive and socioemotional resources that promote their development of beliefs on the need to advance the well-being of their communities.}, number={12}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Banales, Josefina and Hoffman, Adam J. and Rivas-Drake, Deborah and Jagers, Robert J.}, year={2020}, month={Dec}, pages={2495–2508} }
 @article{hoffman_agi_rivas-drake_jagers_2019, title={Peer Support Development Among Black American and Latinx Adolescents: The Role of Ethnic-Racial Centrality}, volume={55}, ISSN={["1939-0599"]}, DOI={10.1037/dev0000829}, abstractNote={Adolescence is a developmental period when youth are increasingly likely to turn to their peers for support, and it is also a time of increased salience and development of ethnic-racial identity (ERI). Ethnic-racial centrality, a dimension of ERI, could be a predictor in the development of peer support, as youth with a stronger self-concept on the basis of their ethnic-racial identity might garner stronger peer relations. The current study examined trajectories of academic and emotional peer support as well as the role of centrality of one's ethnic-racial identity (i.e., ethnic-racial centrality) in predicting such trajectories among Black American and Latinx adolescents (N = 143, Mage = 11.91). Average levels of both academic and emotional peer support did not change over time. However, greater ethnic-racial centrality was positively related to higher initial levels of academic and emotional peer support. Ethnic-racial centrality as a potential asset for youth of color in the development of peer support is discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).}, number={12}, journal={DEVELOPMENTAL PSYCHOLOGY}, author={Hoffman, Adam J. and Agi, Abunya C. and Rivas-Drake, Deborah and Jagers, Robert J.}, year={2019}, month={Dec}, pages={2637–2648} }