Social Models in Chemistry and Perceptions of Similarity
I am currently collecting data on college students’ responses about the social models they’ve seen that may influence their motivations to engage in chemistry learning. This goal of this research is to examine how perceptions of similarity may influence the relationship between social model exposure and student motivation.
Social-Psychological Belonging Intervention
In conjunction with P20 Motivation and Learning Lab, I was part of a research team that implemented a brief, social-psychological belonging intervention to first-year undergraduate students. My Master’s Thesis examined factors that influence intervention efficacy — namely, the modality in which the intervention was delivered, and perceptions of similarity to peer models in intervention materials.
Sources of Engineering Self-Efficacy
My undergraduate honors thesis examined engineering students’ responses to open-ended items about their engineering self-efficacy. With a team of researchers in the P20 Motivation and Learning Lab, I qualitatively assessed patterns of students’ responses to better understand how college students develop their self-efficacy beliefs in engineering.
Han, J., Chen, X.-Y., Usher, E. L., & Brown, C. S. (2020, April 17-21). Trajectories and outcomes of first-year college students’ self-regulation [Poster presentation]. American Educational Research Association, San Francisco, CA. (Conference cancelled)
Chen, X.-Y., Usher, E. L., Brown, C. S., & Ford, C. J. (2019, August 12-16). Is seeing believing? Comparing perceived similarity in a dual-modality belonging intervention [Poster presentation]. European Association for Research on Learning and Instruction Biennial Meeting, Aachen, Germany.
Chen, X.-Y., Usher, E. L., Brown, C. S., & Ford, C. J. (2019, April 5-9). Brief social belonging intervention for first-year students at a land grant university: Does modality matter? In E. A. Canning & M. C. Murphy (Chairs), Challenges and opportunities: Exploring first-generation college students’ lived experiences and interventions to support their success [Symposium]. Annual Meeting of the American Educational Research Association. Toronto, Canada.
Chen, X.-Y., Roeder, M. L., Johnson, A. A., Mamaril, N. A., & Usher, E. L. (2018, August 9-12). Sources of engineering self-efficacy in undergraduate engineering: An analysis of open-ended responses [Paper presentation]. Annual Meeting of the American Psychological Association, San Francisco, CA.
Nelson, A. A., Ford, C. J., Chen, X.-Y., Usher, E. L., & Brown, C. S. (2018, April 12-14). Evidence from a social-belonging intervention to improve retention of underrepresented college students [Poster presentation]. Society for Research on Adolescence Biennial Meeting, Minneapolis, MN.
Ford, C. J., Nelson, A. A., Chen, X.-Y.,Usher, E. L., & Brown, C. S. (2018, April 13-17). Preliminary evaluation of a living-learning program (LLP) for first-generation college students: A quasi-experimental approach. [Paper presentation]. Annual Meeting of the American Educational Research Association. New York, NY.
Li, C. R., Usher, E. L., Mamaril, N. A., Chen, X.-Y.,Roeder, M. L., Bohac, S. W., Chenot, S. B., & Kennedy, M. S. (2016, August 4-7). Sources of self-efficacy in engineering students [Poster presentation]. Annual Meeting of the American Psychological Association, Denver, CO.
Love, A. M. A, Toland, M. D., McCrea, B. L., Chen, X.-Y., Findley, J. A., & Usher, E. L. (2016, August 4-7). Preliminary scale development of a teacher self-efficacy scale for students with autism [Poster presentation]. Annual Meeting of the American Psychological Association, Denver, CO.