@article{rutherford_liu_wagemaker_2021, title={"I Chose Math Because ... ": Cognitive interviews of a motivation measure ...}, volume={66}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2021.101992}, abstractNote={The ability to accurately measure academic motivation is important to its value as a predictive variable for learning, achievement, and other outcomes. Although measures of motivation are frequently subject to quantitative validation (e.g., Appleton, Ntoumanis, Quested, Viladrich, & Duda, 2016; Gagné et al., 2015; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011), the establishment of cognitive validity is more rare. By conducting cognitive interviews with a sample of elementary-aged children, we explored the cognitive validity of a novel motivation (expectancy–value and academic emotions) survey embedded in an educational technology. Children were largely able to accurately interpret questions, elaborate on their reasoning for answers, and choose answers congruent with those reasons. Challenges to cognitive validity fell under varied and underdeveloped interpretations of expectancy–value concepts; misunderstandings related to available response choices; and discrepancies between younger and older children’s abilities to judge their perceived competencies and values. Insights from these interviews can be applied to interpretation of the immediate survey, but also to design and interpretation of motivation surveys beyond the current measure.}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={Rutherford, Teomara and Liu, Allison S. and Wagemaker, Marina}, year={2021}, month={Jul} }
 @article{rutherford_liu_lam_schenke_2020, title={Impact on mathematics self-beliefs from a mastery-based mathematics software}, volume={52}, ISSN={["1945-0818"]}, DOI={10.1080/15391523.2019.1689210}, abstractNote={Abstract Self-beliefs are important determinants of student choice and success (Wigfield & Eccles, 2000) and are informed by student educational experiences, such as prior success with a task (Bandura, 1986). The potential for Computer-Based Interventions as self-belief-supporting learning environments is examined in this study, focusing on the mathematics software, Spatial Temporal (ST) Math. ST Math includes elements theorized to support student self-beliefs, including informative feedback and a self-pacing structure. Using a randomized control trial, we find that students who play ST Math have higher mathematics self-beliefs than their control counterparts, and that ST Math operates through self-beliefs to positively influence achievement. ST Math’s impact on student self-beliefs is strongest for those students who had lower mathematics achievement scores.}, number={1}, journal={JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION}, author={Rutherford, Teomara and Liu, Allison S. and Lam, Arena S. and Schenke, Katerina}, year={2020}, month={Jan}, pages={79–94} }
 @article{liu_schunn_2020, title={Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills}, volume={7}, ISSN={["2196-7822"]}, DOI={10.1186/s40594-020-00247-y}, abstractNote={Abstract}, number={1}, journal={INTERNATIONAL JOURNAL OF STEM EDUCATION}, author={Liu, Allison S. and Schunn, Christian D.}, year={2020}, month={Sep} }