Peter McPartlan
University of California, Irvine
10 Papers
2 Citations
Peter McPartlan is an academic researcher from University of California, Irvine. The author has contributed to research in topics: Academic achievement & Learning community. The author has an hindex of 4, co-authored 10 publications. Previous affiliations of Peter McPartlan include San Diego State University.
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Papers
Patterns of math and English self-concepts as motivation for college major selection
TL;DR: In this article, a variable and person-centered approach was applied to understand the development of cross domain self-concepts of ability, patterns of math and English self concepts of ability throughout adolescence, and their associations with college major.
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Success with EASE: Who benefits from a STEM learning community?
TL;DR: The potential of discipline-specific learning community programs to improve academic outcomes for students most at risk of leaving STEM majors, such as students underprepared for college level coursework is discussed.
Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept:
TL;DR: The authors illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics, and demonstrate that students can simultaneously use ability appraisals.
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The motivational system of task values and anticipated emotions in daily academic behavior
Osman Umarji,Peter McPartlan,Julia Moeller,Qiujie Li,Justin F. Shaffer,Jacquelynne S. Eccles,Jacquelynne S. Eccles +6 more
TL;DR: The authors integrated theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course and analyzed profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week.
Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed
TL;DR: In this article, the authors investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,09... ).