Beymer, P. N., & Rosenzweig, E. Q. (2023). Predictors of short-term trajectories of students’ expectancy-value motivational beliefs. Contemporary Educational Psychology.

 

Beymer, P. N., & Schmidt, J. A. (2023). Can you hear it? Toward conceptual clarity of emotional cost and negative emotions. Contemporary Educational Psychology, 74. https://doi.org/10.1016/j.cedpsych.2023.102198

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Rosenberg, J. M., Beymer, P. N., Phun, V., & Schmidt, J. A. (2023). Using intensive longitudinal methods to understand the sources of variability for situational engagement in science. International Journal of STEM Education.

 

Harackiewicz, J. M., Hecht, C. A., Asher, M. W., Beymer, P. N., Lamont, L. B., Wheeler, N. S., Else-Quest, N. M., Priniski, S. J., Smith, J. L., Hyde, J. S., & Thoman, D. B. (2023). A prosocial utility value intervention in gateway stem courses. Journal of Personality and Social Psychology.

 

Asher, M. W., Harackiewicz, J. M., Beymer, P. N., Hecht, C. A., Lamont, L. B., Else-Quest, N. M., Priniski, S. J., Thoman, D. B., Hyde, J. S., & Smith, J. L. (2023). Utility-value intervention promotes STEM persistence for underrepresented minority students. Proceedings of the National Academy of Sciences, 120(19). https://doi.org/10.1073/pnas.2300463120

 

Park, J., Levine, A., Kuo, H. J., Lee, B., & Beymer, P. N. (2023). Development and validation of new vignettes for the multidimensional attitudes towards disabled persons scale. Rehabilitation Psychology, 68(2), 194-203.  https://doi.org/10.1037/rep0000494

 

Beymer, P. N., Flake, J. K., & Schmidt, J. A. (2022). Disentangling students’ anticipated and experienced costs: The case for understanding both. Journal of Educational Psychology, 115(4), 624-641. https://doi.org/10.1037/edu0000789

 

Beymer, P. N., Benden, D. K. & Sachisthal, M. S. M. (2022). Exploring the dynamics of situated expectancy-value theory: A panel network analysis. Learning and Individual Differences, 100(102233). https://doi.org/10.1016/j.lindif.2022/102233

 

Beymer, P. N., Robinson, K. A., Naftzger, N., & Schmidt, J. A. (2022). Program quality, control, value, and emotions in summer stem programs: An examination of control-value theory in an informal learning context. Learning Environments Research, 26, 595-615. https://doi.org/10.1007/s10984-022-09439-5

 

Beymer, P. N., & Robinson, K. A. (2022). Motivating by measuring motivation? Examining reactivity in a daily diary study on student motivation. Contemporary Educational Psychology, 70. https://doi.org/10.1016/j.cedpsych.2022.102072

 

Alberts, K. M., Beymer, P. N., Phun, V., & Schmidt, J. A. (2022). Effects of a utility value intervention on daily experiences of interest and boredom. Learning and Individual Differences, 96. https://doi.org/10.1016/j.lindif.2022.102155

 

Beymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2022). Teachers’ perceptions of cost: Associations among job satisfaction, attrition intentions, and challenges. Journal of Experimental Education, 517-538. https://doi.org/10.1080/00220973.2022.2039997

 

Beymer, P. N., Robinson, K. A., & Schmidt, J. A. (2021). Classroom activities as predictors of control, value and state emotions in science. Journal of Educational Research, 114(6), 550-561. https://doi.org/10.1080/00220671.2021.1997882

 

Beymer, P. N., Ferland, M., & Flake, J. K. (2021). Validity evidence for a short scale of college students’ perceptions of cost. Current Psychology, 1-20. https://doi.org/10.1007/s12144-020-01218-w

 

Beymer, P. N., Rosenberg, J. M., & Schmidt, J. A. (2020). Does choice matter or is it all about interest? An investigation using an experience sampling approach in high school science classrooms. Learning and Individual Differences, 78, 101812. https://doi.org/10.1016/j.lindif.2019.101812

 

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, 6(4), 401-412. https://doi.org/10.1037/mot0000174

 

Schmidt, J. A., Beymer, P. N., Rosenberg, J. M., Naftzger, N., & Shumow, L. (2020). Experiences, activities, and personal characteristics as predictors of engagement in STEM-focused summer programs. Journal of Research on Science Teaching, 57(8), 1281-1309. https://doi.org/10/1002/tea.21630

 

Beymer, P. N., Rosenberg, J. M., Schmidt, J. A., & Naftzger, N. (2018). Examining relationships between choice, affect, and engagement in out-of-school time STEM programs. Journal of Youth and Adolescence, 47(6), 1178-1191. https://doi.org/10.1007/s10964-018-0814-9

 

Peterson, A. T., Beymer, P. N., Putnam, R. T. (2018). Synchronous and asynchronous discussions: effects on cooperation, belonging, and affect. Online Learning Journal, 22(4), 7-25. https://doi.org/10.24059/olj.v22i4.1517

 

Rosenberg, J. M., Beymer, P. N., Anderson, D.J., & Schmidt, J. A. (2018). tidyLPA: An R package to easily carry out latent profile analysis (lpa) using open-source or commercial software. Journal of Open Source Software, 3(30), 978. https://doi.org/10.21105/joss.00978

 

Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2018). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research on Science Teaching, 55(1), 19-43. https://doi.org/10.1002/tea.21409

 

Beymer, P. N., & Thomson, M. M. (2015). The effects of choice in the classroom: Is there too little or too much choice? Support for Learning, 30(2), 105-120. https://doi.org/10.1111/1467-9604.12086