iiinova — where your digital self keeps evolving

Reposted by Nate Woznicki

Dr. Allison Master @allisonmaster.bsky.social · 15/09/2026

🚨 New paper alert! 🚨 We are excited to share our new SPOE paper, “It doesn’t always have to be this way: Promoting girls’ interest in STEM through growth mindsets and structural explanations of gender differences”! This has two preregistered experimental studies with open materials. (1/9)

static.klipy.com

Monsters Inc: Sully's Emotional Plea

Alt: Monsters Inc: Sully says "it doesn't have to be this way"

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Nate Woznicki @woznickin.bsky.social · 03/09/2026

Check out our new work in Nature Human Behavior examining major representation at the intersection of gender, LGBTQ+ identity, and achievement! Thanks @joecimpian.bsky.social for inviting me to be on the team (and @jo-r-king.bsky.social for fielding my never-ending coding/analysis questions)!

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Nate Woznicki @woznickin.bsky.social · 17/08/2026

Come work with me! 🙋‍♂️

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Emily Rosenzweig @emilyqr.bsky.social · 24/07/2026

Very happy to share a new paper, out in Developmental Psychology, that explores why math and science course support isn’t always enough to help with career plan development. We find that course and career motivation develop distinctly during college and each relate to different outcomes:

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Jeff Greene @jeffgreene.bsky.social · 02/06/2026

Think you know how grading affects motivation? Well, @julieasievers.bsky.social & Katherine Muenks have done some great research that will surprise you! We discuss what they found, how to think about grades and motivation, and a framework for more research! Check it out wherever you get your pods!

podcasts.apple.com

Julie Sievers & Katherine Muenks

Podcast Episode · Emerging Research in Educational Psychology · June 1 · 42m

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Nate Woznicki @woznickin.bsky.social · 14/04/2026

Got the opportunity to talk about the peer mindset context and which peers might be particularly influential to STEM undergrad's motivation at AERA 2026 last weekend! Thanks to @utkucaybas.bsky.social @allahemi.bsky.social for putting together such a diverse and interesting symposium.

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Nate Woznicki @woznickin.bsky.social · 14/04/2026

A really cool critical systematic review from my former lab-mate @julieasievers.bsky.social! It's surprising how little we know about the relationship between grading policies and motivation.

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Nate Woznicki @woznickin.bsky.social · 23/02/2026

We're looking for a lab manager at the Cognitive Development Lab! Feel free to let me know if you (or one of your students) has any questions about what it's like to work here!

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Veronica Yan @veronicayan.bsky.social · 03/02/2026

Application for the LONESTAR has been extended to February 8th! This is such a great group of folks and it's a very dynamic and collaborative meeting, with projects getting developed together! (Note though the focus is on Texas-based researchers, we also welcome others who are interested).

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Jeff Greene @jeffgreene.bsky.social · 23/01/2026

"To complement better answers (which psychologically wise interventions target), what if we helped people to ask more adaptive questions—questions that orient them to respond with more adaptive thoughts, feelings, and actions?" journals.sagepub.com/doi/10.1177/... #PsychSciSky #AcademicSky #EduSky

Screenshot of the title page of an article published in "Perspectives on Psychological Science" titled "Asking Better Questions: Strategic Questioning as a Psychologically
Wise Intervention."

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Veronica Yan @veronicayan.bsky.social · 20/01/2026

🚨 📣 Summer Fellows Program Call for undergraduates interested in education research: What are the barriers to effective learning in college? How can we support motivated learning? For more details, visit: sites.edb.utexas.edu/slam/fellows/ #cogscisky #edusky #academicsky #psychscisky

Details for the SLAM summer fellows program

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Mark Thornton @markthornton.bsky.social · 04/11/2025

Another ~monthly update on the state of the #psychjobs market: more jobs continue to trickle in, though at a decreasing pace. We've nearly hit parity with covid in absolute terms, although the prior year baseline was higher this year than that, so we still see a slightly larger relative decrease.

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Andrei Cimpian @andreicimpian.bsky.social · 05/08/2025

I love this new paper b/c it shows how nuanced young kids' reasoning about gender is. For ex: Expectations about boys' (vs. girls') behaviors are more strongly informed by their looks, likely b/c boys face extra sanctions for non-conformity in looks, so fem appearance is extra informative. 👇

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Nate Woznicki @woznickin.bsky.social · 23/07/2025

Our new paper is out! 🎉 Led by Echo Yan (along with @drmuenks.bsky.social), we used a vignette-based experiment to test the effects of perceived instructor and peer field-specific ability beliefs (FABs) on students' motivation, psychological experience, and anticipated behavior: t.co/WnzqHsvGyn

t.co

https://doi.org/10.1037/mot0000400

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Christina Bauer @cabauer.bsky.social · 26/05/2025

🚨Excited our review on the way brilliance-beliefs undermine educational equality just got accepted at Ed Psych Review 😍 In the paper, we introduce the Brilliance-Belonging Model (BBM), which helps us understand when and how brilliance-beliefs work... 🧵 tinyurl.com/5c4aez9w

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Dr. Allison Master @allisonmaster.bsky.social · 02/05/2025

All STEM fields are not the same! Gender stereotypes about computer science (CS) & engineering (ENG) strongly diverge from math & science. This was true for diverse students in Grades 1-12. Math stereotypes showed big variations and slightly favored girls rather than boys among many students. (4/13)

Graphs showing stereotypes strongly favoring boys for CS and ENG but slightly favoring girls for math and science; stereotypes strongly favor girls for language arts.

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Nate Woznicki @woznickin.bsky.social · 28/04/2025

Got to present work on the longitudinal associations of field-specific ability beliefs with motivation among comp sci undergraduates at #AERA2025! Thanks to the co-chairs Echo Yan and Katharina Asbury for putting everything together! (Also pictured, fantastic presenter @lisalimeri.bsky.social)

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Allison Zengilowski @allisonzengilowski.bsky.social · 07/04/2025

@czpuede.bsky.social and I are excited to share the program for #AERA2025 Div C Sec 2B: Motivation & Learning in Social & Cultural Contexts! Today we're highlighting Wed (4/23) presentations ✨ More to come! @aera-motsig.bsky.social @aeradivcgrad.bsky.social #PsychSciSky #AcademicSky #EduSky

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Christy Starr 🏳️‍🌈 @christinerstarr.bsky.social · 09/01/2025

New paper out! Across 3 large high school datasets, we found that girls and boys largely place similar value on math. No meaningful differences were found in the most recent dataset (2012), but some differences were found in the two older datasets (1990s and early 2000s). doi.org/10.1002/jad....

doi.org

Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School, and Racial/Ethnic Groups

Introduction Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent...

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Kamden Strunk @kamdenstrunk.bsky.social · 08/01/2025

I am hiring a postdoctoral position in queer quantitative educational research! This is a two-year position. I am more than happy to provide more information or talk with interested applicants. Apply by March 1st for full consideration. Full info and application: vcu.csod.com/ux/ats/caree...

vcu.csod.com

Postdoctoral Fellow

Postdoctoral FellowAbout the School of Education:The VCU School of Education, ranked #16 among public schools of education and #9 for funded researcha...

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Dr. David Miller 🏳️‍🌈 @davidimiller.bsky.social · 09/12/2024

Digging in a bit more: One of the most important findings was that not all "STEM" stereotypes are same. For instance, "science" masks that biology stereotypes favors girls, but physics stereotypes favor boys. And math stereotypes are tiny, on average!

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Nate Woznicki @woznickin.bsky.social · 03/12/2024

Excited to have this paper out there (and even more excited to have it open access)! We used mixed-methods to expand on prior field-specific ability beliefs work and to challenge our own theoretical assumptions about these associations. Glad to have gotten to be a part of this team! 🎉

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