Kate E. Snyder, Ph.D.
|2012||Psychology and Neuroscience||Duke University, Durham, NC|
Area:Developmental Psychology, General Education
Google:"Kate E. Snyder"
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|Linnenbrink-Garcia L, Wormington SV, Snyder KE, et al. (2018) Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students. Journal of Educational Psychology. 110: 1026-1048|
|Linnenbrink-Garcia L, Perez T, Barger MM, et al. (2018) Repairing the Leaky Pipeline: A Motivationally Supportive Intervention to Enhance Persistence in Undergraduate Science Pathways. Contemporary Educational Psychology. 53: 181-195|
|Godin EA, Wormington SV, Perez T, et al. (2015) A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science. Cbe Life Sciences Education. 14|
|Makel MC, Snyder KE, Thomas C, et al. (2015) Gifted Students’ Implicit Beliefs About Intelligence and Giftedness Gifted Child Quarterly. 59: 203-212|
|Liu YY, Snyder KE, Ralston PA. (2015) Changes in motivational beliefs among first-year engineering students: Relations to academic achievement and retention status Asee Annual Conference and Exposition, Conference Proceedings. 122|
|Snyder KE, Malin JL, Dent AL, et al. (2014) The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping Journal of Educational Psychology. 106: 230-241|
|Honken NB, Ralston PA, Snyder KE. (2014) Exploring engineering students' beliefs on effort and intelligence Asee Annual Conference and Exposition, Conference Proceedings|
|Snyder KE, Barger MM, Wormington SV, et al. (2013) Identification as Gifted and Implicit Beliefs About Intelligence: An Examination of Potential Moderators. Journal of Advanced Academics. 24: 242-258|
|Snyder KE, Linnenbrink-Garcia L. (2013) A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement Educational Psychologist. 48: 209-228|
|Snyder KE, Nietfeld JL, Linnenbrink-Garcia L. (2011) Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom Gifted Child Quarterly. 55: 181-193|