Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology.
about
Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.From Bench to Bedside: A communal utility value intervention to enhance students' biomedical science motivationImproving numeracy through values affirmation enhances decision and STEM outcomes.Getting under the hood: how and for whom does increasing course structure work?First-generation students' underperformance at university: the impact of the function of selectionThe student-institution fit at university: interactive effects of academic competition and social class on achievement goals.Life at Both Ends of the Ladder: Education-Based Identification and Its Association With Well-Being and Social Attitudes.To Grab and To Hold: Cultivating communal goals to overcome cultural and structural barriers in first generation college students' science interestClosing achievement gaps with a utility-value intervention: Disentangling race and social classA Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands.Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation studentsCognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory BiologyScience That Matters: The Importance of a Cultural Connection in Underrepresented Students' Science Pursuit.Broadening Participation in the Life Sciences with Social-Psychological Interventions.Improving Underrepresented Minority Student Persistence in STEM.Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps.Self-affirmation facilitates minority middle schoolers' progress along college trajectoriesValues Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale Replications.The Effects of a Warm or Chilly Climate Toward Socioeconomic Diversity on Academic Motivation and Self-Concept.Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.Advancing inclusive science and systemic change: the convergence of national aims and institutional goals in implementing and assessing biomedical science training.Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges.Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science PerspectiveImproving Performance and Retention in Introductory Biology with a Utility-Value Intervention
P2860
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P2860
Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology.
description
2014 nî lūn-bûn
@nan
2014 թուականի Մայիսին հրատարակուած գիտական յօդուած
@hyw
2014 թվականի մայիսին հրատարակված գիտական հոդված
@hy
2014年の論文
@ja
2014年論文
@yue
2014年論文
@zh-hant
2014年論文
@zh-hk
2014年論文
@zh-mo
2014年論文
@zh-tw
2014年论文
@wuu
name
Closing the Social Class Achie ...... ents in Undergraduate Biology.
@ast
Closing the Social Class Achie ...... ents in Undergraduate Biology.
@en
type
label
Closing the Social Class Achie ...... ents in Undergraduate Biology.
@ast
Closing the Social Class Achie ...... ents in Undergraduate Biology.
@en
prefLabel
Closing the Social Class Achie ...... ents in Undergraduate Biology.
@ast
Closing the Social Class Achie ...... ents in Undergraduate Biology.
@en
P2093
P2860
P356
P1476
Closing the Social Class Achie ...... ents in Undergraduate Biology.
@en
P2093
Cynthia J Giffen
Douglas I Rouse
Elizabeth A Canning
Judith M Harackiewicz
Seth S Blair
Yoi Tibbetts
P2860
P304
P356
10.1037/A0034679
P577
2014-05-01T00:00:00Z