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Katherine Muenks
Indiana University Bloomington
8Publications
5H-index
79Citations
Publications 8
Newest
#1Elizabeth A. Canning (IU: Indiana University Bloomington)H-Index: 7
#2Katherine Muenks (IU: Indiana University Bloomington)H-Index: 5
Last.Mary C. Murphy (IU: Indiana University Bloomington)H-Index: 12
view all 4 authors...
An important goal of the scientific community is broadening the achievement and participation of racial minorities in STEM fields. Yet, professors’ beliefs about the fixedness of ability may be an unwitting and overlooked barrier for stigmatized students. Results from a longitudinal university-wide sample (150 STEM professors and more than 15,000 students) revealed that the racial achievement gaps in courses taught by more fixed mindset faculty were twice as large as the achievement gaps in cour...
#1Jessica R. Gladstone (UMD: University of Maryland, College Park)H-Index: 1
#2Isabelle Häfner (University of Tübingen)H-Index: 6
Last.Katherine Muenks (IU: Indiana University)H-Index: 2
view all 5 authors...
Abstract According to Eccles-Parsons et al.’s (1983) parent socialization model, children’s beliefs, values, and grades in mathematics are directly related to their parents’ values and perceptions of children’s mathematical abilities, which are often gendered. However, few researchers have examined how associations between parent and child beliefs and values and grades differ by parent and child gender. In the present study, we measured mathematics ability beliefs, utility value, and grades from...
#1Katherine Muenks (IU: Indiana University)H-Index: 2
#2Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
Last.Jacquelynne S. Eccles (UCI: University of California, Irvine)H-Index: 107
view all 3 authors...
Abstract We review work on the development of children and adolescents’ expectancy and competence beliefs for academic achievement domains across the elementary and secondary school years, and how they become calibrated to children’s performance. The work reviewed stems from prominent achievement motivation theories: expectancy-value theory, social cognitive theory, self-worth theory, and self-determination theory. Broadly, research on the development of children’s expectancy and competence beli...
#1Kathryn R. Wentzel (UMD: University of Maryland, College Park)H-Index: 37
#2Katherine Muenks (IU: Indiana University)H-Index: 2
Last.Shannon Russell (AIR: American Institutes for Research)H-Index: 3
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We examined the mediating role of students’ interpersonal and academically related social goals in linking students’ perceptions of teacher and peer personal and academic emotional supports to their classroom behavior (prosocial, social responsibility) in a sample of young adolescents (n = 3,092) from 7 schools from the mid-Atlantic, Midwest, and Southwest regions of the United States. We tested models at the student level (Level 1) and the classroom level (Level 2), while controlling for incide...
#1Katherine Muenks (IU: Indiana University Bloomington)H-Index: 5
#2Ji Seung Yang (UMD: University of Maryland, College Park)H-Index: 7
Last.Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
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Students’ thinking about the relation between effort and ability can influence their motivation, affect, and academic achievement. Students sometimes think of effort as inversely related to ability (such that people with low ability must work harder than people with high ability) and other times think of effort as positively related to ability (such that hard work can lead people to develop high levels of ability). The purposes of the present review are (a) to review literature on developmental,...
#1Katherine Muenks (UMD: University of Maryland, College Park)H-Index: 5
#2Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
Last.Colleen R. O'Neal (UMD: University of Maryland, College Park)H-Index: 9
view all 4 authors...
Duckworth, Peterson, Matthews, and Kelly (2007) defined grit as one’s passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a) the factor structure of grit, and (b) grit’s relations to and overlap with conceptually and operationally similar constructs in the personality, self-regulation, a...
#1Kathryn R. Wentzel (UMD: University of Maryland, College Park)H-Index: 37
#2Katherine Muenks (UMD: University of Maryland, College Park)H-Index: 5
Last.Shannon Russell (AIR: American Institutes for Research)H-Index: 3
view all 4 authors...
Abstract This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school ( n = 169) and high school ( n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust s...
#1Katherine MuenksH-Index: 5
#2David B. MieleH-Index: 8
Last.Meredith L. RoweH-Index: 39
view all 5 authors...
The goal of the present studies was to examine whether students’ reasoning about the relation between levels of effort and ability is influenced by the perceived source of an individual’s effort. Two sources of others’ effort were examined: task-elicited effort, or effort due primarily to the subjective difficulty of the task, and self-initiated effort, or effort determined by students’ own motivation. In 3 studies, undergraduate participants responded to vignettes in which they were asked to ma...
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