@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{mulvey_cerda-smith_joy_mathews_ozturk_2023, title={Factors that predict adolescents' engagement with STEM in and out of school}, volume={5}, ISSN={["1520-6807"]}, url={https://doi.org/10.1002/pits.22946}, DOI={10.1002/pits.22946}, abstractNote={Abstract}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Mulvey, Kelly Lynn and Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing and Ozturk, Emine}, year={2023}, month={May} }
 @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{cerda-smith_joy_mathews_knox_mulvey_2023, title={STEM-related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis}, volume={1}, ISSN={["1098-237X"]}, DOI={10.1002/sce.21784}, abstractNote={Abstract}, journal={SCIENCE EDUCATION}, author={Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing and Knox, Jerica and Mulvey, Kelly Lynn}, year={2023}, month={Jan} }
 @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{joy_mathews_cerda-smith_knox_mulvey_2023, title={The roles of school racial climate and science, technology, engineering, and mathematics classroom climate in adolescents? gender and racial peer inclusion and attribution decisions}, volume={226}, ISSN={["1096-0457"]}, DOI={10.1016/j.jecp.2022.105573}, abstractNote={Adolescents use social identities and reasoning to make peer inclusion and attribution decisions. School climate plays a role in these decisions. Thus, this study analyzed how school racial climate and STEM (science, technology, engineering, and math) classroom climate were associated with the choices of adolescents (N = 294; Mage = 15.72 years; 52.3 % female; 36.7 % White/European American, 32.9 % Black/African American, 11.2 % Latino/Hispanic [the most common racial/ethnic groups in the schools where data collection took place]) in two tasks: peer inclusion and attribution of ability. On the peer inclusion task, participants were more likely to choose a non-White peer for a STEM activity if they had lower perceptions of stereotyping at school, and they were more likely to choose a female peer if they were female. Participants were more likely to use reasoning based on personal characteristics when choosing a peer, but female participants who chose a female peer were more likely to use reasoning based on gender. On the attribution task, participants were more likely to choose a non-White peer if they perceived greater STEM connectedness, and they were more likely to choose a White or male peer if they had more positive relationships with their STEM teachers. Therefore, students' perceptions of school racial climate relate to adolescents' peer inclusion decisions, and their perceptions of STEM classroom climate relate to adolescents' ability attributions. Schools may need to focus on creating welcoming school and classroom environments as a way to promote equity in STEM.}, journal={JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY}, author={Joy, Angelina and Mathews, Channing J. and Cerda-Smith, Jacqueline and Knox, Jerica L. and Mulvey, Kelly Lynn}, year={2023}, month={Feb} }
 @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{mulvey_mcguire_mathews_hoffman_law_joy_hartstone-rose_winterbottom_balkwill_fields_et al._2022, title={Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging}, volume={5}, ISSN={["1552-8499"]}, url={https://doi.org/10.1177/0044118X221085296}, DOI={10.1177/0044118X221085296}, abstractNote={ Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a “High Math and Science Motivation and Interpersonal Skills” group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry. }, journal={YOUTH & SOCIETY}, author={Mulvey, Kelly Lynn and McGuire, Luke and Mathews, Channing and Hoffman, Adam J. and Law, Fidelia and Joy, Angelina and Hartstone-Rose, Adam and Winterbottom, Mark and Balkwill, Frances and Fields, Grace and et al.}, year={2022}, month={May} }
 @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{mulvey_mathews_knox_joy_cerda-smith_2022, title={The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school}, volume={3}, ISSN={["1098-2736"]}, url={https://doi.org/10.1002/tea.21762}, DOI={10.1002/tea.21762}, abstractNote={Abstract}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Mulvey, Kelly Lynn and Mathews, Channing and Knox, Jerica and Joy, Angelina and Cerda-Smith, Jaqueline}, year={2022}, month={Mar} }
 @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{mulvey_joy_caslin_orcutt_eseryel_katti_2021, title={Forests After Florence: an informal community-engaged STEM research project promotes STEM identity in disaster-impacted students}, volume={6}, ISSN={["1470-1138"]}, url={https://doi.org/10.1080/02635143.2021.1944077}, DOI={10.1080/02635143.2021.1944077}, abstractNote={ABSTRACT Background Natural disasters, such as hurricanes, can have lasting impacts on a community Purpose This research evaluated how participation in an STEM education intervention after an ecological disaster affected students’ persistence, resilience, and STEM identity Sample Hurricane Florence impacted college students (N = 50) were recruited Design and Methods Participants completed pre-test, post-test and daily diary measures before, during and after they completed an intervention where they collected forestry data in their home hurricane-impacted communities Results Participants reported higher STEM identity following the intervention learning experience. Daily interest and enjoyment in science was higher on days when they reported more positive experiences. For resilience, for male students, but not female students, the learning opportunity fostered resilience. Male students reported higher STEM identity on days when they reported more positive learning experiences Conclusion These findings highlight the benefit of STEM education learning opportunities, particular for disaster-impacted students.}, journal={RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION}, author={Mulvey, Kelly Lynn and Joy, Angelina and Caslin, Michael and Orcutt, Darby and Eseryel, Deniz and Katti, Madhusudan}, year={2021}, month={Jun} }
 @article{mcguire_hoffman_mulvey_winterbottom_balkwill_burns_chatton_drews_eaves_fields_et al._2021, title={Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits}, volume={6}, ISSN={["1934-7715"]}, DOI={10.1080/10645578.2021.1930467}, abstractNote={Abstract The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educator (19+ years old). For participants who reported lower interest in the exhibit, more educator engagement was related to greater self-reported learning. Younger children and adolescents reported more engagement with an adult educator, whereas engagement in middle childhood did not differ based on educator age. Participants in middle childhood showed a trend toward answering more conceptual knowledge questions correctly following an interaction with a youth educator. Together, these findings emphasize the promise of tailoring educator experiences to visitor demographics.}, journal={VISITOR STUDIES}, author={McGuire, L. and Hoffman, A. J. and Mulvey, K. L. and Winterbottom, M. and Balkwill, F. and Burns, K. P. and Chatton, M. and Drews, M. and Eaves, N. and Fields, G. E. and et al.}, year={2021}, month={Jun} }
 @article{joy_law_mcguire_mathews_hartstone-rose_winterbottom_rutland_fields_mulvey_2021, title={Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites}, volume={12}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2021.635839}, abstractNote={Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in ISLS using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents’ science questions and explanations were positively related to children observing the exhibit. Parents’ science explanations were also negatively related to children’s science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children’s behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children’s interactions with others and their environment are important for children’s learning behaviors.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Joy, Angelina and Law, Fidelia and McGuire, Luke and Mathews, Channing and Hartstone-Rose, Adam and Winterbottom, Mark and Rutland, Adam and Fields, Grace E. and Mulvey, Kelly Lynn}, year={2021}, month={Mar} }
 @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} }