For a full list of publications, see:
Allison Master's Google Scholar Page
Master, A., Tang, D., & Robinson, S. (In press). Computing and gender. In E. Blair & S. Deckman (Eds.), Sage Encyclopedia of Education and Gender.
Sharmin, S., Tran, M. H., Fan, W., Arbona, C., Master, A., & Zou, Y. (In press). Psychometric properties of the basic needs satisfaction in general scale: A second-order CFA analysis. Journal of Psychoeducational Assessment.
Master, A., Alexander, T., Thompson, J., Fan, W., Meltzoff, A. N., & Cheryan, S. (2025). Causes and consequences of stereotypes: Interest stereotypes reduce adolescent girls’ motivation to enroll in computer science classes. Journal of Research on Technology in Education [Special issue: Computer science for all], 57(1), 56-83.
Master, A. (2024). Ungrading in educational psychology: How a motivation researcher motivates her students. In D. Buffalari, E. Carpenter, & K. Skogsberg (Eds.), Getting started with alternative grading in the psychology classroom: Rationale and Resources (pp. 63-69). The Society for the Teaching of Psychology. https://teachpsych.org/ebooks/altgrading
Sriutaisuk, S., Huansuriya, T., & Master, A. (2024). Growth mindsets and mastery motivation interact in predicting achievement of adolescents in Southeast Asia. Kasetsart Journal of Social Sciences, 45, 1025-1036.
Stewart, C. M., Master, A., Mire, S. S., Hassett, K. S., & Smith, B. H. (2024). Perceptions of academic performance, impairment, and mental health in college students with and without ADHD. Journal of Attention Disorders, (14), 1746-1759.
Tang, D., Meltzoff, A. N., Cheryan, S., Fan, W., & Master, A. (2024). Longitudinal stability and change across a year in children’s gender stereotypes about four STEM fields. Developmental Psychology, 60(6), 1109–1130.
Turnquest, K., Fan, W., Rangel, V. S., Dyer, N., & Master, A. (2024). Achievement emotions predict transfer student academic success. Social Psychology of Education, 27, 1481-1508.
Turnquest, K., Fan, W., Rangel, V. S., Dyer, N., & Master, A. (2024). Student engagement, school involvement, and transfer student success. Contemporary Educational Psychology, 79, 102322.
Master, A., Tang, D., Forsythe, D. H., Alexander, T., Cheryan, S., & Meltzoff, A. N. (2023). Gender equity and motivational readiness for computational thinking in early childhood. Early Childhood Research Quarterly [Special issue: Examining computational thinking in early childhood], 64, 242-254.
Sampige, R., Tang, D., Frankel, L., & Master, A. (2023). Distance learning and perceived social support: Identifying protective factors for families’ COVID-related stress and psychological distress during the COVID-19 pandemic. Merrill-Palmer Quarterly, 69(2), 158-187.
Master, A., Meltzoff, A. N., & Cheryan, S. (2021). Gender stereotypes about interests start early
and cause gender disparities in computer science and engineering. Proceedings of the National Academy of Sciences, 118, e2100030118.
Master, A. (2021). Gender stereotypes influence children’s STEM motivation. Child Development Perspectives, 15, 203-210.
Zucker, T. A., Montroy, J., Master, A., Assel, M., McCallum, C., & Yeomans-Maldonado, G. (2021). Expectancy-value theory & preschool parental involvement in informal STEM learning. Journal of Applied Developmental Psychology, 76, 101320.
Cvencek, D., Paz-Albo, J., Master, A., Herranz, C. V., Hervás, A., & Meltzoff, A. N. (2020). Math is
for me: A field intervention to strengthen math self-concepts in Spanish-speaking 3rd grade
children. Frontiers in Psychology, 11:593995.
Master, A., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. International Journal of Gender, Science, and Technology, 12, 152-198.
Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W., Henderson, A. G., Reeves, S. L., Okonofua, J. A., & Walton, G. M. (2019). Targeted identity-safety interventions cause lasting reductions in discipline citations among minority boys. Journal of Personality and Social Psychology, 117, 229-259.
Master, A., Butler, L. P., & Walton, G. M. (2017). How the subjective relationship between the self, others, and a task drives interest. In O'Keefe, P. A., & Harackiewicz, J. M. (Eds.), The science of interest (pp. 209-226). New York, NY: Springer.
Master, A., Cheryan, S., & Meltzoff, A. N. (2017). Social group membership increases STEM engagement among preschoolers. Developmental Psychology, 53, 201-209.
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160, 92-106.
Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls' interest and sense of belonging in computer science. Journal of Educational Psychology, 108, 424-437.
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