{"id":26,"date":"2020-09-09T15:52:14","date_gmt":"2020-09-09T20:52:14","guid":{"rendered":"http:\/\/sites.edb.utexas.edu\/lamb\/?page_id=26"},"modified":"2025-12-01T09:05:59","modified_gmt":"2025-12-01T15:05:59","slug":"pubs","status":"publish","type":"page","link":"https:\/\/sites.edb.utexas.edu\/lamb\/pubs\/","title":{"rendered":"Publications"},"content":{"rendered":"\n

Full texts available upon request<\/h4>\n\n\n\n

Student Motivational Beliefs and Mindsets<\/strong><\/h3>\n\n\n\n

Rutten, L. D., & Muenks, K. (2025). Can growth grow? Measuring undergraduate students\u2019 growth rate orientation (GRO) beliefs: An unexplored avenue into the effects of mindsets. Social Psychology of Education, 28<\/em>, 40. https:\/\/doi.org\/10.1007\/s11218-024-10002-8<\/a><\/p>\n\n\n\n

Muenks, K., Lin, S., Rutten, L. D., Hecht, C. A., & Yan, V. X. (2024). Exploring students\u2019 challenge frameworks: A person-centered approach. Learning and Individual Differences, 116, <\/em>102562. https:\/\/doi.org\/10.1016\/j.lindif.2024.102562<\/a><\/p>\n\n\n\n

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, <\/em>102149. https:\/\/doi.org\/10.1016\/j.cedpsych.2023.102149<\/a><\/p>\n\n\n\n

Rea, S. D., Wang, L., Muenks, K., & Yan, V. X. (2022). Students can (mostly) recognize effective learning, so why don\u2019t they do it? Journal of Intelligence, 10(4), <\/em>127. https:\/\/doi.org\/10.3390\/jintelligence10040127<\/a><\/p>\n\n\n\n

Muenks, K., & Miele, D. B. (2017). Students\u2019 thinking about effort and ability: The role of developmental, contextual, and individual difference factors. Review of Educational Research, 87, <\/em>707-735. https:\/\/www.jstor.org\/stable\/44667672<\/a><\/p>\n\n\n\n

Muenks, K., Miele, D. B., & Wigfield, A. (2016). How students\u2019 perceptions of the source of effort influence their ability evaluations of other students. Journal of Educational Psychology, 108<\/em>, 438-454. http:\/\/dx.doi.org\/10.1037\/edu0000068<\/a><\/p>\n\n\n\n

Teacher Beliefs and Mindsets<\/strong><\/h3>\n\n\n\n

Muenks, K., Sievers, J., Kroeper, K. M., & Canning, E. A. (2024). Exploring effects of mixed mindset messages from instructors. Motivation Science<\/em>. https:\/\/psycnet.apa.org\/doi\/10.1037\/mot0000381<\/a><\/p>\n\n\n\n

Rutten, L. D., Zengilowski, A., Lyra, F., Woznicki, N., & Muenks, K. (2024). \u201cOnly some can succeed here\u201d: A mixed methods study of how faculty unproductive mindsets relate to gender, racial, and first-gen representation in higher education. Contemporary Educational Psychology, 79, <\/em>102319. https:\/\/doi.org\/10.1016\/j.cedpsych.2024.102319<\/a><\/p>\n\n\n\n

Muenks, K., Kroeper, K. M., Canning, E. A., & Murphy, M. C. (2024). Instructors\u2019 mindset beliefs and behaviors: How do students and instructors perceive them? Social Psychology of Education, 27, <\/em>2883-2899. https:\/\/doi.org\/10.1007\/s11218-024-09948-6<\/a><\/p>\n\n\n\n

Yan, Y., Muenks, K., Mata, R. A., & Yang, Y. (2023). How do undergraduate students\u2019 perceptions of professor cultural competence and growth mindset relate to motivation to engage in cross-cultural interactions? Social Psychology of Education, 27, <\/em>299-334. https:\/\/doi.org\/10.1007\/s11218-023-09840-9<\/a><\/p>\n\n\n\n

Dillard, J. B., Sadek, K., & Muenks, K. (2023). Undergraduate perceptions of graduate teaching assistants: Competence, relatedness, and autonomy in practice. Higher Education Research & Development, 43(1),<\/em> 32-47. https:\/\/doi.org\/10.1080\/07294360.2023.2215169<\/a><\/p>\n\n\n\n

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, <\/em>1205-1219. https:\/\/doi.org\/10.1007\/s11218-022-09718-2<\/a><\/p>\n\n\n\n

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, <\/em>103717. https:\/\/doi.org\/10.1016\/j.tate.2022.103717<\/a><\/p>\n\n\n\n

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, <\/em>102088. https:\/\/doi.org\/10.1016\/j.lindif.2021.102088<\/a><\/p>\n\n\n\n

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\u2019 perceptions of their STEM professors\u2019 mindset predict in-class psychological experiences. Journal of Experimental Psychology: General, 149,<\/em> 2119-2144. https:\/\/psycnet.apa.org\/doi\/10.1037\/xge0000763<\/a><\/p>\n\n\n\n

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<\/em>. https:\/\/doi.org\/10.1126\/sciadv.aau4734<\/a><\/p>\n\n\n\n

Peer Beliefs and Mindsets<\/strong><\/h3>\n\n\n\n

Seo, E., Lee, S. Y., Muenks, K., & Yan, Y. (2025). The secret language of peers: How peer behaviors signal mindset and influence classroom experiences. British Journal of Educational Psychology<\/em>. https:\/\/doi.org\/10.1111\/bjep.12759<\/a><\/p>\n\n\n\n

Muenks, K. & Yan, Y. (2024). Do my peers have a fixed or growth mindset? Exploring the behaviors associated with undergraduate STEM students\u2019 perceptions of their peers\u2019 mindsets about intelligence. Motivation and Emotion, 48, <\/em>17-35. https:\/\/doi.org\/10.1007\/s11031-023-10049-8<\/a><\/p>\n\n\n\n

Muenks, K., Yan, V. X., & Telang, N. K. (2021). Who is part of the \u201cmindset context\u201d? The unique roles of perceived professor and peer mindsets in undergraduate engineering students\u2019 motivation and belonging. Frontiers in Education, 6, <\/em>633570. https:\/\/doi.org\/10.3389\/feduc.2021.633570<\/a><\/p>\n\n\n\n

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,<\/em> 611-627. https:\/\/doi.org\/10.1037\/edu0000239<\/a><\/p>\n\n\n\n

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,<\/em> 32-45. https:\/\/doi.org\/10.1016\/j.cedpsych.2016.11.002<\/a><\/p>\n\n\n\n

Parent or Sibling Beliefs and Mindsets<\/strong><\/h3>\n\n\n\n

Lin, S., & Muenks, K. (2025). How students\u2019 perceptions of older siblings\u2019 mindsets relate to their math motivation, behavior, and emotion: A person-centered approach. Social Psychology of Education, 28,<\/em> 65. https:\/\/doi.org\/10.1007\/s11218-024-09968-2<\/a><\/p>\n\n\n\n

Grose, G. E., Muenks, K., Eason, S. H., Miele, D. B., Rowe, M. L., & Ramani, G. B. (2024). The role of parents\u2019 ability mindsets on parent-child interactions during math and reading activities. Journal of Experimental Child Psychology, 247, <\/em>106029. https:\/\/doi.org\/10.1016\/j.jecp.2024.106029<\/a><\/p>\n\n\n\n

Lin, S. & Muenks, K. (2024). Family context of mindset matters: Students\u2019 perceptions of parent and sibling math mindsets predict their motivation, behavior, and affect. Applied Developmental Scienc<\/em>e, 28(3),<\/em> 247-274. https:\/\/doi.org\/10.1080\/10888691.2023.2177163<\/a><\/p>\n\n\n\n

Muenks, K., Peterson, E. G., Green, A. E., Kolvoord, R. A., & Uttal, D. H. (2020). Parents\u2019 beliefs about high school students\u2019 spatial abilities: Gender differences and associations with parent behavior and students\u2019 STEM career intentions. Sex Roles, 82,<\/em> 570-583. https:\/\/doi.org\/10.1007\/s11199-019-01072-6<\/a><\/p>\n\n\n\n

Gladstone, J. G., H\u00e4fner, I., Turci, L., Kneissler, H., & Muenks, K. (2018). Associations between parents\u2019 and students\u2019 motivational beliefs in mathematics and mathematical performance: The role of gender. Contemporary Educational Psychology, 54,<\/em> 221-234. https:\/\/doi.org\/10.1016\/j.cedpsych.2018.06.009<\/a><\/p>\n\n\n\n

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,<\/em> 78-89. https:\/\/doi.org\/10.1016\/j.appdev.2015.08.002<\/a><\/p>\n\n\n\n

Personality and Motivation<\/strong><\/h3>\n\n\n\n

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

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), <\/em>1654-1669. https:\/\/doi.org\/10.1037\/edu0000721<\/a><\/p>\n\n\n\n

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, <\/em>1-5. https:\/\/doi.org\/10.1016\/j.jrp.2020.104021<\/a><\/p>\n\n\n\n

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

Muenks, K., Wigfield, A., Yang, J. S., & O\u2019Neal, C. (2017). How true is grit? Assessing its relations to high school and college students\u2019 personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109, <\/em>599-620. https:\/\/psycnet.apa.org\/doi\/10.1037\/edu0000153<\/a><\/p>\n\n\n\n

Identity and Motivation<\/strong><\/h3>\n\n\n\n

Payne, T. N., Muenks, K., & Aguayo, E. (2021). \u201cJust because I am first gen doesn\u2019t mean I\u2019m not asking for help\u201d: A thematic analysis of first-generation college students\u2019 academic help-seeking behaviors. Journal of Diversity in Higher Education<\/em>. Advance online publication. https:\/\/doi.org\/10.1037\/dhe0000382<\/a><\/p>\n\n\n\n

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

Interventions<\/strong><\/h3>\n\n\n\n

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, 115(8),<\/em> 1070-1086. https:\/\/doi.org\/10.1037\/edu0000813<\/a><\/p>\n\n\n\n

Inequality and Discrimination<\/strong><\/h3>\n\n\n\n

Yan, V. X., Arndt, A., Muenks, K., & Henderson, M. D. (2025). I forgot that you existed: Role of memory accessibility in the gender citation gap. American Psychologist<\/em>. https:\/\/doi.org\/10.1037\/amp0001299<\/a><\/p>\n\n\n\n

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, <\/em>50-77. https:\/\/doi.org\/10.1111\/asap.12172<\/a><\/p>\n\n\n\n

Reviews and Meta-Analyses of the Literature<\/strong><\/h3>\n\n\n\n

Fong, C. J., Muenks, K., Fathi, Z., Adelugba, S. F., O\u2019Grady, M., Lin, S., & Goldstein, M. G. (2025). Do socializers\u2019 mindset beliefs matter for student mindset and achievement? A meta-analysis. Learning and Individual Differences<\/em>. https:\/\/doi.org\/10.1016\/j.lindif.2025.102709<\/a><\/p>\n\n\n\n

Louick, R., Emery, A., Muenks, K., & O\u2019Grady, 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), <\/em>97-118. https:\/\/doi.org\/10.1097\/TLD.0000000000000310<\/a><\/p>\n\n\n\n

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

Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children\u2019s expectations for success and competence beliefs. Developmental Review, 48,<\/em> 24-39. https:\/\/doi.org\/10.1016\/j.dr.2018.04.001<\/a><\/p>\n\n\n\n

Book Chapters<\/strong><\/h3>\n\n\n\n

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

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

Wentzel, K. R., & Muenks, K. (2015). Peer influence on students\u2019 motivation, academic achievement, and social behavior.<\/a> In K. R. Wentzel & G. B. Ramani (Eds.), Social influences on social-emotional, motivation, and cognitive outcomes in school contexts <\/em>(13-30). New York, NY: Taylor Francis.<\/p>\n\n\n\n

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The Department of Educational Psychology<\/a> is currently ranked 9th<\/sup> in the nation among public institutions by U.S. News & World Report<\/a>.<\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Full texts available upon request Student Motivational Beliefs and Mindsets Rutten, L. D., & Muenks, K. (2025). Can growth grow? Measuring undergraduate students\u2019 growth rate orientation (GRO) beliefs: An unexplored avenue into the effects of mindsets. Social Psychology of Education, 28, 40. https:\/\/doi.org\/10.1007\/s11218-024-10002-8 Muenks, K., Lin, S., Rutten, L. D., Hecht, C. A., & Yan, […]<\/p>\n","protected":false},"author":175,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-26","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/pages\/26","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/users\/175"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/comments?post=26"}],"version-history":[{"count":36,"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/pages\/26\/revisions"}],"predecessor-version":[{"id":544,"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/pages\/26\/revisions\/544"}],"wp:attachment":[{"href":"https:\/\/sites.edb.utexas.edu\/lamb\/wp-json\/wp\/v2\/media?parent=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}