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Dive into the research topics where Tony Perez is active.

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Featured researches published by Tony Perez.


Journal of Experimental Education | 2013

Improving Students’ Diagram Comprehension with Classroom Instruction

Jennifer G. Cromley; Tony Perez; Shannon Fitzhugh; Nora S. Newcombe; Theodore W. Wills; Jacqueline C. Tanaka

The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion–based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes (n = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition (n = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition.


Policy insights from the behavioral and brain sciences | 2016

Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions.

Jennifer G. Cromley; Tony Perez; Avi Kaplan

Student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors. Regarding cognition, study skills relate to course grades, and grades relate to retention in STEM. Several aspects of motivation are related to both grades and retention in STEM: self-efficacy (self-confidence for completing assignments), continuing interest in learning more about the subject, and effort control (remaining focused on classes and studying). Students’ cognition and motivation are interdependent, and, furthermore, they play out in the context of multiple institutional policies, such as academic support centers, career counseling, financial aid policies, forced curving of course grades, course timing, and course registration policies. All of these interdependent factors can improve with targeted programs that complement each other. Some challenges for reform include instructor resistance to changing teaching and a lack of coordination, or even competing emphases, among university policies and resources, such as course scheduling, academic support, advising, career counseling, and financial aid.


Community College Journal of Research and Practice | 2016

The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses

Linda Bol; Karen D. Y. Campbell; Tony Perez; Cherng-Jyh Yen

ABSTRACT The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.


Journal of Educational Psychology | 2018

Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students

Lisa Linnenbrink-Garcia; Stephanie V. Wormington; Kate E. Snyder; Jan Riggsbee; Tony Perez; Adar Ben-Eliyahu; Nancy E. Hill

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (NStudy 1 = 160 upper elementary students; NStudy 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts.


Developmental Psychology | 2018

From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.

Kristy A. Robinson; Tony Perez; Amy K. Nuttall; Cary J. Roseth; Lisa Linnenbrink-Garcia

This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent class membership. In addition, students in the two highest classes were significantly more likely to report being involved in science careers or science fields after college graduation than students in the Moderate-Low with Early Decline class.


Journal of Educational Psychology | 2014

The Role of Identity Development, Values, and Costs in College STEM Retention.

Tony Perez; Jennifer G. Cromley; Avi Kaplan


Contemporary Educational Psychology | 2013

Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors

Jennifer G. Cromley; Tony Perez; Theodore W. Wills; Jacqueline C. Tanaka; Erin McNamara Horvat; Emily Tancredi Brice Agbenyega


Archive | 2015

Supporting the Development of Transformative Experience and Interest

Kevin J. Pugh; Lisa Linnenbrink-Garcia; Michael M. Phillips; Tony Perez


CBE- Life Sciences Education | 2015

A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science

Elizabeth Godin; Stephanie V. Wormington; Tony Perez; Michael M. Barger; Kate E. Snyder; Laura Smart Richman; Rochelle D. Schwartz-Bloom; Lisa Linnenbrink-Garcia


Contemporary Educational Psychology | 2018

Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways

Lisa Linnenbrink-Garcia; Tony Perez; Michael M. Barger; Stephanie V. Wormington; Elizabeth Godin; Kate E. Snyder; Kristy A. Robinson; Abdhi Sarkar; Laura Smart Richman; Rochelle D. Schwartz-Bloom

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Amy K. Nuttall

Michigan State University

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Cary J. Roseth

Michigan State University

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Kate E. Snyder

University of Louisville

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