Learning and Motivational Beliefs Lab

Full texts available upon request

Students or former students are italicized

Yan, V. X., Muenks, K., & Henderson, M. D. (2024). I forgot that you existed: Role of memory accessibility in the gender citation gap. American Psychologist. https://dx.doi.org/10.1037/amp0001299

Muenks, K. & Yan, Y. (2023). Do my peers have a fixed or growth mindset? Exploring the behaviors associated with undergraduate STEM students’ perceptions of their peers’ mindsets about intelligence. Motivation and Emotion. https://doi.org/10.1007/s11031-023-10049-8

Yan, Y., Muenks, K., Mata, R. A., & Yang, Y. (2023). How do undergraduate students’ perceptions of professor cultural competence and growth mindset relate to motivation to engage in cross-cultural interactions? Social Psychology of Education. https://doi.org/10.1007/s11218-023-09840-9

Wang, L., Muenks, K., & Yan, V. X. (2023). Interventions to promote retrieval practice: Strategy knowledge predicts intent, but perceived cost predicts usage. Journal of Educational Psychology. https://doi.org/10.1037/edu0000813

Dillard, J. B., Sadek, K., & Muenks, K. (2023). Undergraduate perceptions of graduate teaching assistants: Competence, relatedness, and autonomy in practice. Higher Education Research & Development. https://doi.org/10.1080/07294360.2023.2215169

Louick, R., Emery, A., Muenks, K., & O’Grady, M. (2023). Attending to motivation during vocabulary interventions for students with or at risk for learning disabilities: A review of the literature. Topics in Language Disorders, 43(2), 97-118. https://doi.org/10.1097/TLD.0000000000000310

Lin, S. & Muenks, K. (2023). Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their motivation, behavior, and affect. Applied Developmental Science. https://doi.org/10.1080/10888691.2023.2177163

Muenks, K., Miller, J. E., Schuetze, B. A., & Whittaker, T. A. (2023). Is cost separate from or part of subjective task value? An empirical examination of expectancy-value versus expectancy-value-cost perspectives. Contemporary Educational Psychology, 72, 102149. https://doi.org/10.1016/j.cedpsych.2023.102149

Rea, S. D., Wang, L., Muenks, K., & Yan, V. X. (2022). Students can (mostly) recognize effective learning, so why don’t they do it? Journal of Intelligence, 10(4), 127. https://doi.org/10.3390/jintelligence10040127

Lin, S. & Muenks, K. (2022). Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion. Contemporary Educational Psychology, 71, 102110. https://doi.org/10.1016/j.cedpsych.2022.102110

Muenks, K., & Yan, V. X. (2022). University STEM instructors with stronger failure-as-debilitating mindsets are perceived to engage in fewer mastery-oriented teaching practices by their students: An exploratory study. Social Psychology of Education, 25, 1205-1219. https://doi.org/10.1007/s11218-022-09718-2

Kroeper, K. M., Muenks, K., Canning, E. A., & Murphy, M. C. (2022). An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms. Teaching and Teacher Education, 114, 103717. https://doi.org/10.1016/j.tate.2022.103717

Caporale-Berkowitz, N. A., Boyer, B. P., Muenks, K., & Brownson, C. B. (2022). Resilience, not grit, predicts retention for students following academic probation. Journal of Educational Psychology, 114(7), 1654-1669. https://doi.org/10.1037/edu0000721

Payne, T. N., Muenks, K., & Aguayo, E. (2021). “Just because I am first gen doesn’t mean I’m not asking for help”: A thematic analysis of first-generation college students’ academic help-seeking behaviors. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000382

Muenks, K., Yan, V. X., Woodward, N., & Frey, S. E. (2021). Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms. Learning and Individual Differences, 92, 102088. https://doi.org/10.1016/j.lindif.2021.102088

Wigfield, A., Muenks, K., & Eccles, J. S. (2021). Achievement motivation: What we know and where we are going. Annual Review of Developmental Psychology, 3, 87-111. https://doi.org/10.1146/annurev-devpsych-050720-103500

Louick, R., & Muenks, K. (2021). Leveraging motivation theory for research and practice with students with learning disabilities. Theory Into Practice, 61, 102-112. https://doi.org/10.1080/00405841.2021.1932154

Muenks, K., Yan, V. X., & Telang, N. K. (2021). Who is part of the “mindset context”? The unique roles of perceived professor and peer mindsets in undergraduate engineering students’ motivation and belonging. Frontiers in Education, 6, 633570. https://doi.org/10.3389/feduc.2021.633570

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset predict in-class psychological experiences. Journal of Experimental Psychology: General, 149, 2119-2144. https://psycnet.apa.org/doi/10.1037/xge0000763

Ponnock, A., Muenks, K., Morell, M., Yang, J. S., Gladstone, J. R., & Wigfield, A. (2020). Grit and conscientiousness: Another jangle fallacy. Journal of Research in Personality, 89, 1-5. https://doi.org/10.1016/j.jrp.2020.104021

Muenks, K., Peterson, E. G., Green, A. E., Kolvoord, R. A., & Uttal, D. H. (2020). Parents’ beliefs about high school students’ spatial abilities: Gender differences and associations with parent behavior and students’ STEM career intentions. Sex Roles, 82, 570-583. https://doi.org/10.1007/s11199-019-01072-6

Kroeper, K. M., Muenks, K., & Murphy, M. C. (2019). Marriage equality: On the books and on the ground? A social psychological investigation of discrimination against same-sex and interracial couples. Analyses of Social Issues and Public Policy, 19, 50-77. https://doi.org/10.1111/asap.12172

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5. https://doi.org/10.1126/sciadv.aau4734

Gladstone, J. G., Häfner, I., Turci, L., Kneissler, H., & Muenks, K. (2018). Associations between parents’ and students’ motivational 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

Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24-39. https://doi.org/10.1016/j.dr.2018.04.001

Wentzel, K. R., Muenks, K., McNeish, D. M., & Russell, S. L. (2018). Emotional support, social goals, and classroom behavior: A multi-level, multi-site study. Journal of Educational Psychology, 110, 611-627. https://doi.org/10.1037/edu0000239

Muenks, K., Yang, J. S., & Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4, 158-176. https://psycnet.apa.org/doi/10.1037/mot0000076

Muenks, K., & Miele, D. B. (2017). Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors. Review of Educational Research, 87, 707-735. https://www.jstor.org/stable/44667672

Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109, 599-620. https://psycnet.apa.org/doi/10.1037/edu0000153

Wentzel, K. R., Muenks, K., McNeish, D. M., & Russell, S. L. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemporary Educational Psychology, 49, 32-45. https://doi.org/10.1016/j.cedpsych.2016.11.002

Muenks, K., Miele, D. B., & Wigfield, A. (2016). How students’ perceptions of the source of effort influence their ability evaluations of other students. Journal of Educational Psychology, 108, 438-454. http://dx.doi.org/10.1037/edu0000068

Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of ability. Journal of Applied Developmental Psychology, 41, 78-89. https://doi.org/10.1016/j.appdev.2015.08.002

Book Chapters

Wigfield, A., Muenks, K., & Rosenzweig, E. Q. (2015a). Achievement motivation. In H. Miller (Ed.), Encyclopedia of theory in psychology (1-4). Thousand Oaks, CA: SAGE Publications.

Wigfield, A., Muenks, K., & Rosenzweig, E. Q. (2015b). Children’s achievement motivation in school. In C. Davies (Ed.), The Routledge international handbook of social psychology in the classroom. New York, NY: Routledge.

Wentzel, K. R., & Muenks, K. (2015). Peer influence on students’ motivation, academic achievement, and social behavior. In K. R. Wentzel & G. B. Ramani (Eds.), Social influences on social-emotional, motivation, and cognitive outcomes in school contexts (13-30). New York, NY: Taylor Francis.

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