Motivation, Identity, Learning, and Education in STEM Lab
Going the extra MILE to support students' learning and development.
Going the extra MILE to support students' learning and development.
Interested in joining the lab? Please see our FAQ for prospective graduate students here.
For updates on lab activities, follow us on Twitter and check out the blog.
For updates on lab activities, follow us on Twitter and check out the blog.
Mission Statement
The mission of the lab includes mutually sustaining aims of (1) knowledge creation and (2) training, broadly construed.
Our knowledge creation mission is to better understand how students’ motivation changes over time, how changes in motivation relate to key outcomes, and what forces shape changes in motivation. The ultimate aim of the lab is to expand opportunities for the pursuit of students’ valued goals by informing the design of more equitably motivationally supportive classrooms.
Research Goals
Within this mission, we have a few key, proximal goals (updated December 2019):
The mission of the lab includes mutually sustaining aims of (1) knowledge creation and (2) training, broadly construed.
Our knowledge creation mission is to better understand how students’ motivation changes over time, how changes in motivation relate to key outcomes, and what forces shape changes in motivation. The ultimate aim of the lab is to expand opportunities for the pursuit of students’ valued goals by informing the design of more equitably motivationally supportive classrooms.
Research Goals
Within this mission, we have a few key, proximal goals (updated December 2019):
- Obtain or create reliable, valid ways to measure motivationally supportive practices in the classroom or, more broadly, the motivational climate.
- Understand how different students experience the motivational climate; in other words, find out what factors explain how motivational practices can be more or less supportive for different students.
- Understand how effective instructors enact principles for motivationally supportive instruction, and thus further refine those principles for the purpose of making specific recommendations for practice in different settings.
LAB MEMBERS:
Graduate Students
Undergraduate Students and Post-Bac Lab Members
Lab Affiliates
- The Motivation, Identity, and Learning (MIL) Lab at Old Dominion University, led by Dr. Tony Perez
- The Achievement Motivation and Emotion Research Group at McGill University, led by Dr. Nathan C. Hall
Lab Alumni
- Leila Graham (BA Psychology 2019): Leila is a Clinical Research Coordinator at the Center for Injury Research and Prevention at CHOP. She works with Dr. Nancy Kassam-Adams on the traumatic stress research portfolio as part of the Post-Injury Care and Recovery team. Her current projects include a web-based screening tool to monitor children’s recovery, in addition to working with the Prospective Studies of Acute Child Trauma & Recovery Data Archive.
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., Perez, T., *White-Levatich, A., & Linnenbrink-Garcia, L. (In press). Gender differences and roles of two competence beliefs in predicting post-college outcomes. Journal of Experimental Education. http://dx.doi.org/10.1080/00220973.2020.1808944
Corpus, J. H., Robinson, K. A., & Wormington, S. V. (2020). Trajectories of motivation and their academic correlates over the first year of college. Contemporary Educational Psychology, 63, 1-15. https://doi.org/10.1016/j.cedpsych.2020.101907
Robinson, K. A., *Beymer, P. N., Ranellucci, J., & Schmidt, J. A. (2020). Momentary emotion profiles in high school science and their relations to control, value, achievement, and science career intentions. Motivation Science. Advance online publication. http://dx.doi.org/10.1037/mot0000174
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
*indicates mentored student
*Lee, S. Y., *Graham, L. R., *Friedman, S. N., *Christiaans, E. R., & Robinson, K. A. (2020, August). Expectancy-value-cost: Motivational patterns in introductory gateway chemistry courses. Poster accepted at the annual meeting of the American Psychological Association (APA), Washington, D.C.
*Friedman, S. N., *Graham, L. R., *Christiaans, E. R., *Lee, S. Y., & Robinson, K. A. (2020, May). Cost and climate perception in chemistry courses. Poster accepted at the annual meeting of the Canadian Psychological Association (CPA), Montreal, QC.
Walton, S. P., Briedis, D., Caldwell, T., Linnenbrink-Garcia, L., Bovee, E., Lawson, H., Lee, A. A., Lira, A., K., & Robinson, K. A. (2020, June). Supporting excellent engineers. Poster accepted at the annual conference of the American Society for Engineering Education, Montreal, QC.
Robinson, K. A., *Lira, A. K., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2020, April). Instructional supports for motivational trajectories in introductory college engineering. Paper accepted in symposium at the annual meeting of the American Educational Research Association, San Francisco, CA.
Corpus, J. H., Robinson, K. A., & Wormington, S. V. (2020, April). Trajectories of motivation and their academic correlates over the first year of college. Poster accepted at the annual meeting of the American Educational Research Association, San Francisco, CA.
*Lira, A. K., Robinson, K. A., Priniski, S. A., Perez, T., & Linnenbrink- Garcia, L. (2020, April). Examining relations of science identity and ethnic identity to science persistence using a motivation framework. Paper accepted at the annual meeting of American Educational Research Association (AERA), San Francisco, CA.
Lee, A. A., Robinson, K. A., Lira, A. K., Linnenbrink-Garcia, L., & Perez, T. (2020, April). Examining mindsets as an organizing framework: A person-oriented approach. Poster accepted at the annual meeting of the American Educational Research Association, San Francisco, CA.
Priniski, S. J., Lee, A., *Murray, H., Robinson, K. A., Lee, Y.-k., Perez, T., & Linnenbrink-Garcia, L. (2020, April). Short- and long-term effects of participation in undergraduate enrichment experiences on science career pursuits. Paper accepted at the annual meeting of the American Educational Research Association, San Francisco, CA.
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., Perez, T., *White-Levatich, A., & Linnenbrink-Garcia, L. (In press). Gender differences and roles of two competence beliefs in predicting post-college outcomes. Journal of Experimental Education. http://dx.doi.org/10.1080/00220973.2020.1808944
Corpus, J. H., Robinson, K. A., & Wormington, S. V. (2020). Trajectories of motivation and their academic correlates over the first year of college. Contemporary Educational Psychology, 63, 1-15. https://doi.org/10.1016/j.cedpsych.2020.101907
Robinson, K. A., *Beymer, P. N., Ranellucci, J., & Schmidt, J. A. (2020). Momentary emotion profiles in high school science and their relations to control, value, achievement, and science career intentions. Motivation Science. Advance online publication. http://dx.doi.org/10.1037/mot0000174
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
*indicates mentored student
*Lee, S. Y., *Graham, L. R., *Friedman, S. N., *Christiaans, E. R., & Robinson, K. A. (2020, August). Expectancy-value-cost: Motivational patterns in introductory gateway chemistry courses. Poster accepted at the annual meeting of the American Psychological Association (APA), Washington, D.C.
*Friedman, S. N., *Graham, L. R., *Christiaans, E. R., *Lee, S. Y., & Robinson, K. A. (2020, May). Cost and climate perception in chemistry courses. Poster accepted at the annual meeting of the Canadian Psychological Association (CPA), Montreal, QC.
Walton, S. P., Briedis, D., Caldwell, T., Linnenbrink-Garcia, L., Bovee, E., Lawson, H., Lee, A. A., Lira, A., K., & Robinson, K. A. (2020, June). Supporting excellent engineers. Poster accepted at the annual conference of the American Society for Engineering Education, Montreal, QC.
Robinson, K. A., *Lira, A. K., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2020, April). Instructional supports for motivational trajectories in introductory college engineering. Paper accepted in symposium at the annual meeting of the American Educational Research Association, San Francisco, CA.
Corpus, J. H., Robinson, K. A., & Wormington, S. V. (2020, April). Trajectories of motivation and their academic correlates over the first year of college. Poster accepted at the annual meeting of the American Educational Research Association, San Francisco, CA.
*Lira, A. K., Robinson, K. A., Priniski, S. A., Perez, T., & Linnenbrink- Garcia, L. (2020, April). Examining relations of science identity and ethnic identity to science persistence using a motivation framework. Paper accepted at the annual meeting of American Educational Research Association (AERA), San Francisco, CA.
Lee, A. A., Robinson, K. A., Lira, A. K., Linnenbrink-Garcia, L., & Perez, T. (2020, April). Examining mindsets as an organizing framework: A person-oriented approach. Poster accepted at the annual meeting of the American Educational Research Association, San Francisco, CA.
Priniski, S. J., Lee, A., *Murray, H., Robinson, K. A., Lee, Y.-k., Perez, T., & Linnenbrink-Garcia, L. (2020, April). Short- and long-term effects of participation in undergraduate enrichment experiences on science career pursuits. Paper accepted at the annual meeting of the American Educational Research Association, San Francisco, CA.
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.