@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{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={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{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"]}, 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} }