1.Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation

作　　者：Christopher S. Rozek ;Christopher S. Rozek ;Gerardo Ramirez 等

出　　处：Proceedings of the National Academy of Sciences. 2019 ;116(5):1553-1558.doi:10.1073/pnas.1808589116

出版社：The National Academy of Sciences of the United States of America

文章 ID：226667359

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2.Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being

作　　者：Geoffrey D. Borman ;Christopher S. Rozek ;Jaymes Pyne 等

出　　处：Proceedings of the National Academy of Sciences. 2019 ;116(33):16286-16291.doi:10.1073/pnas.1820317116

出版社：The National Academy of Sciences of the United States of America

文章 ID：239018970

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3.Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation

作　　者：Ryan C. Svoboda ;Christopher S. Rozek ;Janet S. Hyde 等

出　　处：AERA Open. 2016 ;2(3):1-13.doi:10.1177/2332858416664875

出版社：

文章 ID：200346179

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4.Utility-value intervention with parents increases students’ STEM preparation and career pursuit

作　　者：Christopher S. Rozek ;Ryan C. Svoboda ;Judith M. Harackiewicz 等

出　　处：Proceedings of the National Academy of Sciences. 2017 ;114(5):909-914.doi:10.1073/pnas.1607386114

出版社：The National Academy of Sciences of the United States of America

文章 ID：191705388

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	自然科学总论	3篇
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