@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_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={53}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-024-01949-0}, DOI={10.1007/s10964-024-01949-0}, number={7}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, 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}, pages={1542–1563} } @article{ozturk_cerda-smith_joy_mathews_mulvey_2024, title={Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs}, volume={9}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-024-02089-1}, DOI={10.1007/s10964-024-02089-1}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Ozturk, Emine and Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing J. and Mulvey, Kelly Lynn}, year={2024}, month={Sep} } @article{mathews_cerda-smith_joy_knox_bañales_medina_mulvey_2024, title={Patterns of ethnic–racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of color.}, volume={9}, ISSN={1939-0106 1099-9809}, url={http://dx.doi.org/10.1037/cdp0000716}, DOI={10.1037/cdp0000716}, abstractNote={Despite the well-documented scholarship highlighting ethnic-racial identity (ERI) and critical consciousness (CC) as promotive of positive academic outcomes, little research has explored what role these cultural assets may play in shaping science, technology, engineering, and math (STEM) engagement and perceptions of barriers to STEM for youth of color. This work explored relations between racially minoritized youths' patterns of ERI and CC in association with STEM engagement and perceptions of STEM career and educational barriers.}, journal={Cultural Diversity & Ethnic Minority Psychology}, publisher={American Psychological Association (APA)}, author={Mathews, Channing J. and Cerda-Smith, Jacqueline and Joy, Angelina and Knox, Jerica L. and Bañales, Josefina and Medina, Michael and Mulvey, Kelly Lynn}, year={2024}, month={Sep} } @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}, url={http://dx.doi.org/10.1371/journal.pone.0294276}, 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}, publisher={Public Library of Science (PLoS)}, 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.}, editor={Saha, GoutamEditor}, year={2024}, month={Apr}, pages={e0294276} } @article{joy_mathews_hartstone‐rose_mulvey_2024, title={What does a scientist look like? Children's perceptions of scientist gender and skin tone}, volume={9}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/ssm.18308}, DOI={10.1111/ssm.18308}, abstractNote={Abstract When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's ( N = 69, 66.7% female, M age = 7.60, SD = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were less likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists.}, journal={School Science and Mathematics}, publisher={Wiley}, author={Joy, Angelina and Mathews, Channing J. and Hartstone‐Rose, Adam and Mulvey, Kelly Lynn}, year={2024}, 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={AbstractMaintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included  ninth and tenth grade students (N = 852) from ethnically diverse public schools in the Southeastern United States, approximately evenly divided by gender. Findings from regression analyses revealed that girls and participants who perceive educational barriers to STEM were less engaged in STEM classes, whereas those who reported learning about more male scientists in class, and those who reported higher levels of belonging, STEM growth mindset, and STEM motivation were more engaged in STEM classes. Those who reported higher critical motivation, critical action, belonging, and STEM motivation were more engaged in STEM activism outside of school. Findings suggest that STEM teachers and out‐of‐school program developers may learn new ways to engage students from each other. Further, findings highlight some factors that may promote engagement in STEM both in and out of schools such as belonging and STEM motivation.}, 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={52}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-023-01734-5}, 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.}, number={5}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, 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}, pages={1088–1099} } @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={107}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.21784}, DOI={10.1002/sce.21784}, abstractNote={AbstractRacially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K‐12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre‐college racial disparities in STEM. We used latent class analysis to group adolescents based on their SRC perceptions and explored group differences in their interest in a STEM career and their belonging, psychological needs satisfaction, and engagement in STEM courses. Adolescent participants (N = 412, 50.2% female, 36.9% male, 12.9% other/not reported, Mage = 15.72 years, standard deviation = 1.24) attending five high schools in the Southeastern United States, were grouped into five classes based on their perceptions of SRC: Critical SRC (CritSRC), Average SRC, Average with Stereotyping, Positive SRC (PosSRC), and Positive with Stereotyping. Latent class membership differed by race, age, and learning environment. Results revealed that students with more positive perceptions of SRC reported greater belonging, engagement, and needs satisfaction in their STEM courses and more interest in a STEM career compared to students with CritSRC perceptions. Findings also indicated that White students were more likely than Black students to perceive a PosSRC. Recommendations for areas of future research and policy implications are discussed.}, number={3}, journal={Science Education}, publisher={Wiley}, author={Cerda‐Smith, Jacqueline and Joy, Angelina and Mathews, Channing and Knox, Jerica and Mulvey, Kelly Lynn}, year={2023}, month={Jan}, pages={651–676} } @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{mathews_durkee_hope_2022, title={Critical Action and Ethnic-Racial Identity: Tools of Racial Resistance at the College Transition}, ISSN={["1532-7795"]}, DOI={10.1111/jora.12790}, abstractNote={This study examines the reciprocal relationship between critical action and ethnic–racial identity (ERI) exploration in Black college students using a longitudinal cross‐lagged model. Participants were Black students (N = 237; Mage = 18.2; 74% female) from a longitudinal study of college transition. Analyses examined the temporal ordering and directionality of associations between critical action and ERI exploration over four time points from college entry through four years of college. Critical action positively predicted ERI exploration over each year of college, and ERI exploration positively predicted critical action in a reciprocal fashion over the same years. These findings underscore theoretical assertions that critical action and ERI are intertwined in Black youths' development and provide insight into how critical action and ERI overlap beyond adolescence.}, journal={JOURNAL OF RESEARCH ON ADOLESCENCE}, author={Mathews, Channing J. and Durkee, Myles and Hope, Elan C.}, year={2022}, month={Aug} } @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={55}, ISSN={0044-118X 1552-8499}, url={http://dx.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. }, number={6}, journal={Youth & Society}, publisher={SAGE Publications}, 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}, pages={1207–1230} } @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={52}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-022-01694-2}, DOI={10.1007/s10964-022-01694-2}, abstractNote={AbstractLittle research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: Mage = 15.27, SDage = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one’s own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth’s own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation.}, number={2}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, 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}, pages={331–343} } @article{mulvey_j. 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={59}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.21762}, DOI={10.1002/tea.21762}, abstractNote={AbstractWomen and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th–12th grade high school students from low‐income public schools in the United States (N = 523, Mage = 15.72, SD = 1.24, 49.4% female) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement, and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM activism orientation. Finally, findings revealed a significant indirect effect of inclusion on STEM classroom engagement through belonging.}, number={8}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Mulvey, Kelly Lynn and J. Mathews, Channing and Knox, Jerica and Joy, Angelina and Cerda‐Smith, Jacqueline}, year={2022}, month={Mar}, pages={1447–1464} } @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={0022-0965}, url={http://dx.doi.org/10.1016/j.jecp.2022.105573}, 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; M age  = 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}, publisher={Elsevier BV}, author={Joy, Angelina and Mathews, Channing J. and Cerda-Smith, Jacqueline and Knox, Jerica L. and Mulvey, Kelly Lynn}, year={2023}, month={Feb}, pages={105573} } @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}, url={http://dx.doi.org/10.1371/journal.pone.0259523}, 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}, publisher={Public Library of Science (PLoS)}, 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}, editor={Camacho-Rivera, MarleneEditor}, year={2021}, month={Nov}, pages={e0259523} } @article{marchand_frisby_kraemer_mathews_diemer_voight_2021, title={Sociopolitical Participation Among Marginalized Youth: Do Political Identification and Ideology Matter?}, volume={16}, ISSN={["2325-4017"]}, DOI={10.5195/jyd.2021.1089}, abstractNote={Engaging youth in the political system has promise for creating social change and ensuring the future of our democracy. Sociopolitical participation—individual and/or collective action to facilitate change—may be biased towards more liberal or Democratic views, which emphasize reform to create social equity. The aim of this study is to test if youth who vary in political ideology (i.e., conservative, liberal) and political identification (i.e., Republican, Democrat) participate at different levels and whether this measurement of sociopolitical participation is in fact biased. These issues were examined among 237 youth attending a large Midwestern high school who generally identified with historically marginalized groups. Results suggest that youth identifying as Republican exhibited slightly higher levels of participation, and that items were not biased by political ideology or identification. Further, political ideology and identification explained less than 5% of the variance in sociopolitical action, suggesting it is largely independent of political leaning.}, number={5}, journal={JOURNAL OF YOUTH DEVELOPMENT}, author={Marchand, Aixa D. and Frisby, Michael and Kraemer, Maura R. and Mathews, Channing J. and Diemer, Matthew A. and Voight, Adam M.}, year={2021}, pages={41–63} } @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}, url={http://dx.doi.org/10.3389/fpsyg.2021.635839}, 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}, publisher={Frontiers Media SA}, 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} }