Full Texts Available Upon Request
Gladstone, J. R., Tallberg, M., Boston Jaxon, J., & Cimpian, A. (2023). What makes a STEM role model motivating for young girls? Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2023.105775
Gladstone, J. R. & Soto, H. (2023). Promoting diversity, equity, and inclusion in calculus classrooms with role models. To appear in Voigt, M., Hagman, J. E., Gehrtz, J., Alexander, N., Ratliff, B., & Levy, R. (Eds.). Justice Through the Lens of Calculus. Mathematical Association of America.
Bae, C. L., Sealy, M. A., Cabrera, L., Gladstone, J. R., & Mills, D. (2022). Hybrid discourse spaces: A mixed methods study of student engagement in US science classrooms. Contemporary Educational Psychology, 71, 102108. https://doi.org/10.1016/j.cedpsych.2022.102108
Gladstone, J. R., Eccles, J., & Wigfield, A. (2022) Expectancy-value theory and student engagement. In A. Reschley & S. Christenson (Eds.). Handbook of Research on Student Engagement (Vol. 2). Springer.
Gladstone, J. R., Morell, M., Yang, J. S., Ponnock, A., Turci (Faust), L., & Wigfield, A. (2022). You Can’t Compare If You Don’t Prepare: Differential Item Functioning In Measures of Grit, STEM Self-Regulation, and Motivation. Journal of Experimental Education DOI: 10.1080/00220973.2022.2062584
Gladstone, J. R. & Cimpian A. (2021). Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM. International Journal of STEM Education.
Morell, M., Yang, J. S., Liu, Y., Gladstone, J. R., Ponnock, A., Faust, L., Muenks, K., & Wigfield, A. (2020). Validation of grit scales across multiple samples: Restricted recalibration and multiple group analysis. Journal of Educational Psychology.
Parr, A., Gladstone, J. R., Rosenzweig, E., & Wang, M. T. (2020). Why teach? A mixed methods study of teachers’ motivations, well-being, and teaching practices. Teaching and Teacher Education.
Ponnock, A. R., Muenks, K., Gladstone, J. R., Morell, M., & Wigfield, A. (2020). Grit, self-regulation, and conscientiousness: Relations among constructs and their roles in predicting achievement. Journal of Research in Personality.
Wigfield, A., & Gladstone, J. (2019). What does expectancy-value theory have to say about motivation and achievement in times of change and uncertainty?. In E. N. Gonida & M. Lemos (Eds.), Motivation in education at a time of global change: Theory, research, and implications for practice (Advances in motivation and achievement, Vol. 20). London: Emerald.
Scalise, N. R., Gladstone, J. R., & Ramani, G. B. (2019). Motivation and mathematics in early childhood. In Olivia Saracho (Eds.), Contemporary perspectives in early childhood education (Vol. X)
Gladstone, J.*, Häfner, I.*, Turci (Faust), L., Kneißler, H., Muenks, K. (2018). Associations between parents and students’ motivation beliefs in mathematics and mathematical performance: The role of gender. Contemporary Educational Psychology, 54, 221-234. https://doi.org/10.1016/j.cedpsych.2018.06.009
Wigfield, A., Gladstone, J., & Turci, L. (2017). Development of children’s ability beliefs and values and school based interventions to improve them. In F. Guay, H. W., Marsh, R. Craven, & D. McInerney (Eds.), SELF- Driving positive psychology and well-being (Vol. 6, International advances in self-research)
Wigfield, A., Gladstone, J., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10, 190-195. doi: 10.1111/cdep.12184