MILES Lab
Motivation, Identity, Learning, and Education in STEM
Lab
Motivation, Identity, Learning, and Education in STEM
Lab
CURRENT PROJECTS
Supporting Positive Motivation Trajectories in STEM Education
Exploring average and heterogeneous trajectories of motivation, and exploring mechanisms of contextual supports for motivation.
PAST PROJECTS
Identity Trajectories for College Students in STEM
Exploring heterogeneous science identity trajectories and their correlates in the short- and long-term from an expectancy-value theory perspective.
Mixed Emotions and Why They Matter in the Classroom
Identifying patterns of emotions in three unique STEM classroom settings and how profiles relate to motivation, academic engagement, and achievement.
Increasing Opportunity through Classroom Supports for Motivation and Identity Development (Fall 2017)
Worked with instructors to incorporate motivationally supportive practices into their instruction and facilitate multiple opportunities for optimal motivation through a randomized field experiment.
JOURNAL ARTICLES
Robinson, K. A., Lee, Y., Bovee, E. A., Perez, T., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. Journal of Educational Psychology, 111(6), 1081-1102. http://dx.doi.org/10.1037/edu0000331
Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2019). Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary Educational Psychology, 56, 180-192. https://doi.org/10.1016/j.cedpsych.2019.01.004
Robinson, K. A., Perez, T., Nuttall, A. K., Roseth, C. J., & Linnenbrink-Garcia, L. (2018). From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology, 54, 1977-1992. http://dx.doi.org/10.1037/dev0000567
Linnenbrink-Garcia, L., Perez, T., Barger, M., Wormington, S. V., Godin, E., Snyder, K., Robinson, K. A., . . ., & Schwartz-Bloom, R. (2018). Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways. Contemporary Educational Psychology, 53, 181-195. doi.org/10.1016/j.cedpsych.2018.03.001
Ranellucci, J., Hall, N. C., Muis, K. R., Lajoie, S. P., & Robinson, K. A. (2018). Mastery, maladaptive learning behavior, and academic achievement: An intervention approach. Canadian Journal of Education, 40, 704-738.
Robinson, K. A., Ranellucci, J., Lee, Y.-K., Wormington, S. V., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2017). Affective profiles and academic success in a college anatomy course. Contemporary Educational Psychology, 51, 209-221. https://doi.org/10.1016/j.cedpsych.2017.08.004
Bunting, B., Dye, B., Pinnegar, S., & Robinson, K. (2012) Understanding the dynamics of peer mentor learning: A narrative study. Journal of the First-Year Experience & Students in Transition, 24, 61-78.
NATIONAL REFEREED CONFERENCE PRESENTATIONS
Robinson, K. A., Perez, T., White-Levatich, A., & Linnenbrink-Garcia, L. (2019, August). Gender differences and roles of two competence beliefs in predicting post-college outcomes. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction.
Sansone, A., Robinson, K. A., Bovee, E. A., Perez, T., & Linnenbrink-Garcia, L. (2019, August). Long-term reciprocal effects of belonging, value, and perceived competence in science majors. Poster presented at the annual meeting of the American Psychological Association (APA), Chicago, IL.
Sansone, A., Beymer, P. N., Robinson, K. A., Schmidt, J. A., & Linnenbrink-Garcia, L. (2019, August). Problem based learning in distributed learning networks as a support for situational interest. Poster presented at the annual meeting of the American Psychological Association (APA), Chicago, IL.
Lee, Y., Robinson, K. A., Linnenbrink-Garcia, L., & Perez, T. (2019, April). Short-term and long-term trajectories of science college students’ achievement goals: Development and outcomes. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Perez, T., Lee, Y., Robinson, K. A., Schwartz-Bloom, R., & Linnenbrink-Garcia, L. (2019, April). The long-term effects of a motivationally supportive undergraduate science enrichment program on science career persistence. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Bovee, E. A., Mahmood, Z., Robinson, K. A., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019, April). Antecedents of engineering major persistence: An exploration with machine learning. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Robinson, K. A., Beymer, P. N., Ranellucci, J., & Schmidt, J. A. (2018, August). Control and Value as Predictors of Momentary Emotion Profiles in High School Science. Poster presented at the bi-annual meeting of the International Conference on Motivation, Aarhus, Denmark.
Beymer, P. N., Robinson, K. A., & Schmidt, J. A. (2018, August). Exploring Relationships Between Instructional Climate, Control, Value, and Emotions. Paper presented at the bi-annual meeting of the International Conference on Motivation, Aarhus, Denmark.
Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2018, August). Short-Term Science Identity Trajectories, Achievement, and STEM Persistence in College. Paper presented at the annual meeting of the American Psychological Association (APA), San Francisco, CA.
Lee, Y., Bovee, E. A., Robinson, K. A., Perez, T., Lira, A. K., Briedis, D., Walton, S. P., & Linnenbrink-Garcia, L. (2018, August). Latent Interactions between Expectancy and Values in Predicting Engineering Outcomes. Paper presented at the annual meeting of American Psychological Association (APA), San Francisco, CA.
Robinson, K. A., Lee, Y., Bovee, E, Walton, S. P., Briedis, D. & Linnenbrink-Garcia, L. (2018, April). Not all values are created equal: Development and roles of expectancy and value in engineering. Poster presented at the annual meeting of the American Educational Research Association, New York, NY.
Beymer, P., Robinson, K. A., & Schmidt, J. A. (2018, April). Instructional activities as predictors of control, value, and state emotions in science. Poster presented at the annual meeting of the American Educational Research Association, New York, NY.
Ranellucci, J., Robinson, K. A., Bovee, E. A., Briedis, D., Walton, S. P., & Linnenbrink-Garcia, L. (2018, April). Gender and engineering: The importance of anticipatory emotions. Poster presented at the annual meeting of the American Educational Research Association, New York, NY.
Rosenberg, J., Lee, Y., Robinson, K. A., Ranellucci, J., Roseth, C., & Linnenbrink-Garcia, L. (2018, April). Patterns of engagement in a flipped undergraduate class: Antecedents and outcomes. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Robinson, K. A., Perez, T., Nuttall, A. K., Roseth, C. J., & Linnenbrink-Garcia, L. (2017, April). From science student to scientist: Predictors and outcomes of multiple science identity development trajectories. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Bovee, E. A., Robinson, K. A., Lee, Y.-K., Walton, S. P., Breidis, D., & Linnenbrink-Garcia, L. (2017, April). Belonging as a predictor of first-year engineering students’ interest and career intentions. Poster presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Roseth, C. J., Linnenbrink-Garcia, L., Saltarelli, W., Lee, Y-K., Rosenberg, J. M., Bovee, E., Robinson, K. A., Ranellucci, J., Wormington, S. V., Klautke, H., Seals, C., & Beymer, P. N. (2017, April). A design-based intervention on flipped instruction: Longitudinal effects on undergraduates’ engagement and achievement. Paper presented at the AERA Annual Meeting, San Antonio, TX.
Perez, T., Linnenbrink-Garcia, L., Schwartz-Bloom, R., Robinson, K. A. (2017, March). The effects of an early college science enrichment program on long-term science persistence. Paper presented at the annual Understanding Interventions conference, San Antonio, TX.
Robinson, K. A., Ranellucci, J., Lee, Y.-K., Wormington, S. V., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2016, April). Affective profiles and academic success in a college anatomy course. Poster presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Lee, Y.-K., Rosenberg, J. M., Robinson, K. A., Klautke, H., Seals, C., Ranellucci, J., Saltarelli, W., Linnenbrink-Garcia, L., & Roseth, C. (2016, April) Comparing motivation and achievement in a flipped and traditional classroom: The role of self-regulated learning. Paper presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Ranellucci, J., Robinson, K. A., Rosenberg, J. M., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2016, April). Comparing emotions in-class and during online video lectures in a flipped classroom. Paper presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Ranellucci, J., Rosenberg, J. M., Klautke, H., Robinson, K. A., Saltarelli, W., Linnenbrink-Garcia, L., & Roseth, C. J. (2016, April). Achievement goals, behavioral engagement, and achievement in a flipped undergraduate anatomy course. Paper presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Saltarelli, W., Robinson, K. A., Bovee, E. A., Beymer, P. N., Linnenbrink-Garcia, L., & Roseth, C. J. (2016, April). How to Support Student Motivation In a Flipped Anatomy Course: Introducing the “mFlip”. Poster presented at the Annual meeting of the American Association of Anatomists, San Diego, CA.
Rosenberg, J. M., Ranellucci, J., Lee, Y.-K., Robinson, K., Saltarelli, W., Linnenbrink-Garcia, L., & Roseth, C.J. (2016, March). Patterns of engagement in a flipped undergraduate anatomy class and their relations to achievement. Paper presented at the Society for Information Technology & Teacher Education Annual Conference, Savannah, GA.
Dye, B., & Robinson, K. (2005, February). Mentoring narratives: Understanding student development. Paper presented at the Conference on the Freshman Year Experience, Phoenix, Arizona.
Pinnegar, S. E., Daynes, J. G., Esplin, P. A., Rowe, D. T., & Robinson, K. (2004, October). Designing and assessing gaps in learning transfer. Paper presented at the Assessment Institute Annual Conference, Indianapolis, IN.
Pinnegar, S. E., Robinson, K., & Pelfrey, J. Learning in communities. (2004, November). Poster presented at the 9th Annual National Learning Communities Conference, Seattle, Washington.
OTHER CONFERENCE PRESENTATIONS
LaMarche, C., Banghu, N., Chen, A., Topolski, M., Bovee, E., Robinson, K., & Linnenbrink-Garcia, L. (2016, April). The effects of the flipped classroom on student attention and engagement in the classroom. Poster presented at the University Undergraduate Research and Arts Forum, East Lansing, MI.
LaMarche, C., Chen, A., Braxton, B., Robinson, K., Linnenbrink-Garcia, L., & Roseth, C. (2015, April). The role of technology in a flipped classroom. Poster presented at the University Undergraduate Research and Arts Forum, East Lansing, MI.
Robinson, K., Lee, Y.-K., Rosenberg, J., Klautke, H., Seals, C., Ranellucci, J., Wormington, S., Saltarelli, W., Linnebrink-Garcia, L., & Roseth, C. (2015, February). The flipped classroom for motivation, self-regulation, and achievement in anatomy. Poster presented at the CREATE for STEM Mini-Conference, East Lansing, Michigan, February 25.
Supporting Positive Motivation Trajectories in STEM Education
Exploring average and heterogeneous trajectories of motivation, and exploring mechanisms of contextual supports for motivation.
PAST PROJECTS
Identity Trajectories for College Students in STEM
Exploring heterogeneous science identity trajectories and their correlates in the short- and long-term from an expectancy-value theory perspective.
Mixed Emotions and Why They Matter in the Classroom
Identifying patterns of emotions in three unique STEM classroom settings and how profiles relate to motivation, academic engagement, and achievement.
Increasing Opportunity through Classroom Supports for Motivation and Identity Development (Fall 2017)
Worked with instructors to incorporate motivationally supportive practices into their instruction and facilitate multiple opportunities for optimal motivation through a randomized field experiment.
JOURNAL ARTICLES
Robinson, K. A., Lee, Y., Bovee, E. A., Perez, T., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. Journal of Educational Psychology, 111(6), 1081-1102. http://dx.doi.org/10.1037/edu0000331
Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2019). Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary Educational Psychology, 56, 180-192. https://doi.org/10.1016/j.cedpsych.2019.01.004
Robinson, K. A., Perez, T., Nuttall, A. K., Roseth, C. J., & Linnenbrink-Garcia, L. (2018). From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology, 54, 1977-1992. http://dx.doi.org/10.1037/dev0000567
Linnenbrink-Garcia, L., Perez, T., Barger, M., Wormington, S. V., Godin, E., Snyder, K., Robinson, K. A., . . ., & Schwartz-Bloom, R. (2018). Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways. Contemporary Educational Psychology, 53, 181-195. doi.org/10.1016/j.cedpsych.2018.03.001
Ranellucci, J., Hall, N. C., Muis, K. R., Lajoie, S. P., & Robinson, K. A. (2018). Mastery, maladaptive learning behavior, and academic achievement: An intervention approach. Canadian Journal of Education, 40, 704-738.
Robinson, K. A., Ranellucci, J., Lee, Y.-K., Wormington, S. V., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2017). Affective profiles and academic success in a college anatomy course. Contemporary Educational Psychology, 51, 209-221. https://doi.org/10.1016/j.cedpsych.2017.08.004
Bunting, B., Dye, B., Pinnegar, S., & Robinson, K. (2012) Understanding the dynamics of peer mentor learning: A narrative study. Journal of the First-Year Experience & Students in Transition, 24, 61-78.
NATIONAL REFEREED CONFERENCE PRESENTATIONS
Robinson, K. A., Perez, T., White-Levatich, A., & Linnenbrink-Garcia, L. (2019, August). Gender differences and roles of two competence beliefs in predicting post-college outcomes. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction.
Sansone, A., Robinson, K. A., Bovee, E. A., Perez, T., & Linnenbrink-Garcia, L. (2019, August). Long-term reciprocal effects of belonging, value, and perceived competence in science majors. Poster presented at the annual meeting of the American Psychological Association (APA), Chicago, IL.
Sansone, A., Beymer, P. N., Robinson, K. A., Schmidt, J. A., & Linnenbrink-Garcia, L. (2019, August). Problem based learning in distributed learning networks as a support for situational interest. Poster presented at the annual meeting of the American Psychological Association (APA), Chicago, IL.
Lee, Y., Robinson, K. A., Linnenbrink-Garcia, L., & Perez, T. (2019, April). Short-term and long-term trajectories of science college students’ achievement goals: Development and outcomes. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Perez, T., Lee, Y., Robinson, K. A., Schwartz-Bloom, R., & Linnenbrink-Garcia, L. (2019, April). The long-term effects of a motivationally supportive undergraduate science enrichment program on science career persistence. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Bovee, E. A., Mahmood, Z., Robinson, K. A., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019, April). Antecedents of engineering major persistence: An exploration with machine learning. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Robinson, K. A., Beymer, P. N., Ranellucci, J., & Schmidt, J. A. (2018, August). Control and Value as Predictors of Momentary Emotion Profiles in High School Science. Poster presented at the bi-annual meeting of the International Conference on Motivation, Aarhus, Denmark.
Beymer, P. N., Robinson, K. A., & Schmidt, J. A. (2018, August). Exploring Relationships Between Instructional Climate, Control, Value, and Emotions. Paper presented at the bi-annual meeting of the International Conference on Motivation, Aarhus, Denmark.
Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2018, August). Short-Term Science Identity Trajectories, Achievement, and STEM Persistence in College. Paper presented at the annual meeting of the American Psychological Association (APA), San Francisco, CA.
Lee, Y., Bovee, E. A., Robinson, K. A., Perez, T., Lira, A. K., Briedis, D., Walton, S. P., & Linnenbrink-Garcia, L. (2018, August). Latent Interactions between Expectancy and Values in Predicting Engineering Outcomes. Paper presented at the annual meeting of American Psychological Association (APA), San Francisco, CA.
Robinson, K. A., Lee, Y., Bovee, E, Walton, S. P., Briedis, D. & Linnenbrink-Garcia, L. (2018, April). Not all values are created equal: Development and roles of expectancy and value in engineering. Poster presented at the annual meeting of the American Educational Research Association, New York, NY.
Beymer, P., Robinson, K. A., & Schmidt, J. A. (2018, April). Instructional activities as predictors of control, value, and state emotions in science. Poster presented at the annual meeting of the American Educational Research Association, New York, NY.
Ranellucci, J., Robinson, K. A., Bovee, E. A., Briedis, D., Walton, S. P., & Linnenbrink-Garcia, L. (2018, April). Gender and engineering: The importance of anticipatory emotions. Poster presented at the annual meeting of the American Educational Research Association, New York, NY.
Rosenberg, J., Lee, Y., Robinson, K. A., Ranellucci, J., Roseth, C., & Linnenbrink-Garcia, L. (2018, April). Patterns of engagement in a flipped undergraduate class: Antecedents and outcomes. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Robinson, K. A., Perez, T., Nuttall, A. K., Roseth, C. J., & Linnenbrink-Garcia, L. (2017, April). From science student to scientist: Predictors and outcomes of multiple science identity development trajectories. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Bovee, E. A., Robinson, K. A., Lee, Y.-K., Walton, S. P., Breidis, D., & Linnenbrink-Garcia, L. (2017, April). Belonging as a predictor of first-year engineering students’ interest and career intentions. Poster presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Roseth, C. J., Linnenbrink-Garcia, L., Saltarelli, W., Lee, Y-K., Rosenberg, J. M., Bovee, E., Robinson, K. A., Ranellucci, J., Wormington, S. V., Klautke, H., Seals, C., & Beymer, P. N. (2017, April). A design-based intervention on flipped instruction: Longitudinal effects on undergraduates’ engagement and achievement. Paper presented at the AERA Annual Meeting, San Antonio, TX.
Perez, T., Linnenbrink-Garcia, L., Schwartz-Bloom, R., Robinson, K. A. (2017, March). The effects of an early college science enrichment program on long-term science persistence. Paper presented at the annual Understanding Interventions conference, San Antonio, TX.
Robinson, K. A., Ranellucci, J., Lee, Y.-K., Wormington, S. V., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2016, April). Affective profiles and academic success in a college anatomy course. Poster presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Lee, Y.-K., Rosenberg, J. M., Robinson, K. A., Klautke, H., Seals, C., Ranellucci, J., Saltarelli, W., Linnenbrink-Garcia, L., & Roseth, C. (2016, April) Comparing motivation and achievement in a flipped and traditional classroom: The role of self-regulated learning. Paper presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Ranellucci, J., Robinson, K. A., Rosenberg, J. M., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2016, April). Comparing emotions in-class and during online video lectures in a flipped classroom. Paper presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Ranellucci, J., Rosenberg, J. M., Klautke, H., Robinson, K. A., Saltarelli, W., Linnenbrink-Garcia, L., & Roseth, C. J. (2016, April). Achievement goals, behavioral engagement, and achievement in a flipped undergraduate anatomy course. Paper presented at the Annual meeting of the American Educational Research Association, Washington, DC.
Saltarelli, W., Robinson, K. A., Bovee, E. A., Beymer, P. N., Linnenbrink-Garcia, L., & Roseth, C. J. (2016, April). How to Support Student Motivation In a Flipped Anatomy Course: Introducing the “mFlip”. Poster presented at the Annual meeting of the American Association of Anatomists, San Diego, CA.
Rosenberg, J. M., Ranellucci, J., Lee, Y.-K., Robinson, K., Saltarelli, W., Linnenbrink-Garcia, L., & Roseth, C.J. (2016, March). Patterns of engagement in a flipped undergraduate anatomy class and their relations to achievement. Paper presented at the Society for Information Technology & Teacher Education Annual Conference, Savannah, GA.
Dye, B., & Robinson, K. (2005, February). Mentoring narratives: Understanding student development. Paper presented at the Conference on the Freshman Year Experience, Phoenix, Arizona.
Pinnegar, S. E., Daynes, J. G., Esplin, P. A., Rowe, D. T., & Robinson, K. (2004, October). Designing and assessing gaps in learning transfer. Paper presented at the Assessment Institute Annual Conference, Indianapolis, IN.
Pinnegar, S. E., Robinson, K., & Pelfrey, J. Learning in communities. (2004, November). Poster presented at the 9th Annual National Learning Communities Conference, Seattle, Washington.
OTHER CONFERENCE PRESENTATIONS
LaMarche, C., Banghu, N., Chen, A., Topolski, M., Bovee, E., Robinson, K., & Linnenbrink-Garcia, L. (2016, April). The effects of the flipped classroom on student attention and engagement in the classroom. Poster presented at the University Undergraduate Research and Arts Forum, East Lansing, MI.
LaMarche, C., Chen, A., Braxton, B., Robinson, K., Linnenbrink-Garcia, L., & Roseth, C. (2015, April). The role of technology in a flipped classroom. Poster presented at the University Undergraduate Research and Arts Forum, East Lansing, MI.
Robinson, K., Lee, Y.-K., Rosenberg, J., Klautke, H., Seals, C., Ranellucci, J., Wormington, S., Saltarelli, W., Linnebrink-Garcia, L., & Roseth, C. (2015, February). The flipped classroom for motivation, self-regulation, and achievement in anatomy. Poster presented at the CREATE for STEM Mini-Conference, East Lansing, Michigan, February 25.