@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{mcguire_mulvey_goff_irvin_winterbottom_fields_hartstone-rose_rutland_2020, title={STEM gender stereotypes from early childhood through adolescence at informal science centers}, volume={67}, ISSN={["1873-7900"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85077655891&partnerID=MN8TOARS}, DOI={10.1016/j.appdev.2020.101109}, abstractNote={Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that “both boys and girls” are “usually”, “should” be, and “can” be good at STEM. Independent of age, male participants reported that their own gender group “should” be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.}, journal={JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY}, author={McGuire, Luke and Mulvey, Kelly Lynn and Goff, Eric and Irvin, Matthew J. and Winterbottom, Mark and Fields, Grace E. and Hartstone-Rose, Adam and Rutland, Adam}, year={2020} }
 @article{goenueltas_mulvey_irdam_goff_irvin_carlson_distefano_2020, title={The Role of Social-Emotional Factors in Bystanders' Judgments and Responses to Peer Aggression and Following Retaliation in Adolescence}, volume={28}, ISSN={["1538-4799"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85073951583&partnerID=MN8TOARS}, DOI={10.1177/1063426619870492}, abstractNote={ This study investigates how social-emotional factors are related to bystanders’ responses to aggression and possible retaliation. Participants consisted of sixth and ninth graders ( N = 896, 52.8% female) who indicated how likely they would be to intervene if they observed an initial aggressive act and then following retaliation. Hierarchical regression models were used to examine social-emotional predictors of bystander judgments and responses. Findings highlight that participants with high effortful control and transgressor justice sensitivity were more likely to evaluate bystander intervention as more acceptable. Furthermore, youth with higher affective empathy, sympathy, and observer justice sensitivity were more likely to report that they would engage in active bystander responses, whereas youth with higher negative affect and rejection sensitivity were more likely to report that they would engage in inactive responses to aggression. These findings have important implications for understanding how individual differences in social-emotional factors relate to bystander attitudes and responses to initial aggressive acts and to possible retribution. }, number={4}, journal={JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS}, publisher={SAGE Publications}, author={Goenueltas, Secil and Mulvey, Kelly Lynn and Irdam, Greysi and Goff, Eric and Irvin, Matthew J. and Carlson, Ryan and DiStefano, Christine}, year={2020}, month={Dec}, pages={195–208} }
 @article{mulvey_gonultas_goff_irdam_carlson_distefano_irvin_2019, title={School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation}, volume={48}, ISSN={["1573-6601"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85055572396&partnerID=MN8TOARS}, DOI={10.1007/s10964-018-0941-3}, abstractNote={Youth aggression occurs at high rates. Aggressive acts can be curbed through bystander intervention; yet, little is known about school and family factors that predict bystander intervention in response to both aggression and victim retaliation. This research examines school and family factors related to standing up to aggression and intervening before possible retaliation occurs. Participants included 6 th  and 9 th  graders (N = 896, 52.8% female), who evaluated how likely they would be to intervene if they observed aggression and if they heard the victim was planning to retaliate. Family and school factors are important predictors of bystander intervention, with higher family management, and more positive school climate associated with greater likelihood of intervention and higher feelings of social exclusion and teacher and peer discrimination associated with inactive responses to aggression and retaliation. Thus, a complex constellation of factors relate to the likelihood of intervening if someone is being victimized or considering retaliation in response to victimization. The results provide guidance and new directions for possible school- and family-based interventions to encourage bystander intervention in instances of aggression.}, number={3}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, publisher={Springer Science and Business Media LLC}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Goff, Eric and Irdam, Greysi and Carlson, Ryan and DiStefano, Christine and Irvin, Matthew J.}, year={2019}, month={Mar}, pages={581–596} }
 @misc{goff_mulvey_irvin_hartstone-rose_2018, title={Applications of Augmented Reality in Informal Science Learning Sites: a Review}, volume={27}, ISSN={["1573-1839"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85051302132&partnerID=MN8TOARS}, DOI={10.1007/s10956-018-9734-4}, number={5}, journal={JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY}, author={Goff, Eric E. and Mulvey, Kelly Lynn and Irvin, Matthew J. and Hartstone-Rose, Adam}, year={2018}, month={Oct}, pages={433–447} }