@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{marlow_kelsey_vaish_2023, title={Cheat to win: Children's judgements of advantageous vs. disadvantageous rule breaking}, volume={66}, ISSN={["1879-226X"]}, DOI={10.1016/j.cogdev.2023.101328}, abstractNote={Cheating is a complex social phenomenon. However, common across most forms of cheating are two major components: violating a rule and gaining an unfair advantage. Children understand rules and rule violations from early in development, but little is known about how children perceive and judge cheating behavior. In the present study, 5-year-old (n = 31) and 7-year-old children (n = 32) watched videos of games in which one player broke the rules in a manner that advantaged them, and another broke the rules in a manner that disadvantaged them. Overall, both the 5-year-olds and 7-year-olds readily recognized the rule violators by endorsing that both players’ actions were bad and that someone had cheated. However, the older children more readily distinguished the advantageous from the disadvantageous player and were more likely to negatively evaluate the advantageous player. Thus, by the late preschool to early school years, children demonstrate an emerging understanding of the nuances of rule violations. This understanding can help children make sense of others’ actions and draw important inferences about potential social partners.}, journal={COGNITIVE DEVELOPMENT}, author={Marlow, Christina and Kelsey, Caroline and Vaish, Amrisha}, year={2023} }
 @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{marlow_gonultas_mulvey_2022, title={Adolescents' Expectations for Types of Victim Retaliation Following Direct Bullying}, volume={11}, ISSN={["1573-6601"]}, url={https://doi.org/10.1007/s10964-022-01710-5}, DOI={10.1007/s10964-022-01710-5}, abstractNote={Little is known about adolescents' expectations around how victims of bullying might retaliate following victimization. These expectations are important as they may inform adolescent's own behaviors, particularly intervention behaviors, in regard to bullying and potential retaliation. This study investigated adolescents' retaliation expectations and expected bystander reactions to retaliation following physical and social bullying. Participants included 6th grade (N = 450, Mage = 11.73 years, SD = 0.84) and 9th grade (N = 446, Mage = 14.82 years) adolescents (50.2% female, 63.3% European American, 22.9% African American, 3.9% Latino/a, 7% Multiracial, 2.9% Other) from middle-to-low-income U.S. public schools. Participants responded to open-ended prompts about victim responses to bullying, rating retaliation acceptability, and likelihood of engaging in bystander behaviors. ANOVAs were conducted to examine differences in retaliation expectation by type of aggression. Further, linear regressions were used to explore what factors were related to participants' expectations regarding bystander intervention. Participants expected victims to retaliate by causing harm and expected the type of retaliation to match the type of bullying. Younger participants were more specific and males were more likely to expect physical harm than females. Finally, acceptability of retaliation predicted bystander interventions. Adolescents expect aggressive retaliation suggesting that intervention might focus on teaching them ways to respond when they are bullied or observe bullying.}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Marlow, Christina and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2022}, month={Nov} }