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Jason A Chen, Ph.D. - Publications

Affiliations: 
2006-2010 Division of Educational Studies Emory University, Atlanta, GA 
 2010-2012 Franciscan Hospital for Children, Harvard Graduate School of Education, MGH Institute of Health Professions 
 2012- School of Education College of William and Mary, Williamsburg, VA 
Area:
Educational Psychology, Education, Science Education, Educational Technology
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7 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2016 Chen JA, Tutwiler MS, Metcalf SJ, Kamarainen AM, Grotzer TA, Dede CJ. A multi-user virtual environment to support students’ self-efficacy and interest in science: A latent growth model analysis Learning and Instruction. 41: 11-22. DOI: 10.1016/J.Learninstruc.2015.09.007  0.313
2015 Andersen L, Chen JA. Do high-ability students disidentifiy with science? A descriptive study of U.S. ninth graders in 2009 Science Education. 100: 57-77. DOI: 10.1002/Sce.21197  0.305
2014 Star JR, Chen JA, Taylor MW, Dede C, Durkin K, Chao T. Evaluating technology-based strategies for enhancing motivation in mathematics International Journal of Stem Education. 1: 1-7. DOI: 10.1186/2196-7822-1-7  0.329
2014 Chen JA, Metcalf SJ, Tutwiler MS. Motivation and beliefs about the nature of scientific knowledge within an immersive virtual ecosystems environment Contemporary Educational Psychology. 39: 112-123. DOI: 10.1016/J.Cedpsych.2014.02.004  0.328
2013 Chen JA, Usher EL. Profiles of the sources of science self-efficacy Learning and Individual Differences. 24: 11-21. DOI: 10.1016/J.Lindif.2012.11.002  0.316
2012 Chen JA. Implicit theories, epistemic beliefs, and science motivation: A person-centered approach Learning and Individual Differences. 22: 724-735. DOI: 10.1016/J.Lindif.2012.07.013  0.321
2010 Chen JA, Pajares F. Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science Contemporary Educational Psychology. 35: 75-87. DOI: 10.1016/J.Cedpsych.2009.10.003  0.306
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