Allison Zengilowski
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allisonzengilowski.bsky.social
Allison Zengilowski
@allisonzengilowski.bsky.social
370 followers 130 following 24 posts
Teaching Assistant Prof of Learning Sciences at Lehigh University. Mostly learning about learning.

https://azengilowski.github.io/
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allisonzengilowski.bsky.social
Last but not least here is our lineup for #AERA2025 Div C Sec 2B to be held on Sun (4/27)! @czpuede.bsky.social & I are so grateful to co-chair this year! Can’t wait to see the submissions come to life ☺️ @aera-motsig.bsky.social @aeradivcgrad.bsky.social #PsychSciSky #AcademicSky #EduSky
AERA 2025 Division C Section 2b: Learning & motivation in social & cultural contexts program for Sunday, April 27. full program at tinyurl.com/27ftmpll Starts at 8am MDT in the virtual poster hall: Learning and motivation in social and cultural contexts virtual poster session. 8:00-9:30am MDT, Poster session in Colorado Convention Center, Exhibit Hall Level, Exhibit Hall F titled "Student and Parent Perspectives on Motivation and Performance." Six papers included: (1) The Relationship between Educational Expectations and Chinese Rural Children’s Academic Avoidance, Test Anxiety, and Burnout; (2) Academic Pressure or Emotional Detachment? The Complex Effect of Compulsory Boarding Due to the School Merger Policy; (3) Parental Achievement goals, Personal Academic Achievement goals, Personal Social Achievement goals, and Achievement Emotions; (4) Grit, Positive Youth Development, and School Engagement Among Filipino Secondary School Students; (5) Struggle for Beauty or Grades？The Impact of Appearance Anxiety on Adolescent Academic Performance; (6) What is the Purpose of School? Predictors and Consequences of School Relevance. 1:30-3pm MDT, roundtable session in Colorado Convention Center, Ballroom Level, Four Seasons Ballroom 1 titled "Synthesizing Multiple Critical Perspectives on Teaching." Five papers included, titled: (1) The Mediating Effect of Funds of Knowledge on the Relationship between Student-Teacher Racial Matching and Discourse; (2) “Being Unapologetically Myself”: Black Women Teachers’ Identity Negotiation Around Their Psychological Needs Within White Spaces; (3) Both/And: The Joint Influence of Educators’ Diversity Ideologies and Perceptions of Educational Infrastructure on Equity-Focused Practice Implementation; (4) “Test Prep Hangover”: Teachers Describe How Test Prep Practices Endure After the ELA State Exam; (5) Findings From a Scoping Review of Social-Emotional Learning, Culturally Responsive Teaching, and Reading.
April 11, 2025 at 6:09 PM
allisonzengilowski.bsky.social
Today @czpuede.bsky.social & I are featuring the events set for #AERA2025 Div C Sec 2B to be held on Fri (4/25)! Just look at those titles 😍 @aera-motsig.bsky.social @aeradivcgrad.bsky.social #PsychSciSky #AcademicSky #EduSky Full program: tinyurl.com/27ftmpll
AERA 2025 Division C Section 2b: Learning & motivation in social & cultural contexts program for Friday, April 25 (part 1 of 2). 8:00-9:30am MDT, Workshop in Colorado Convention Center, Terrace Level, Bluebird Ballroom Room 3B titled "Turning Insights Into Impact: Bridging the Gap Between Research and Policy in Education." 9:50-11:20am MDT, Symposium in Colorado Convention Center, Terrace Level, Bluebird Ballroom Room 2B titled "The What and How of Parents’ Socialization: Exploring the Bridging Role of Children’s Psychological Processes." Five papers are included, titled: (1) A Parent-Led Spatial Activities Intervention, (2) Parents’ Positive Emotional Affect is Infectious in Dyadic Math Interaction, (3) From Parents to Children: Distinct Relationships of Self-Reported and Child-Perceived Parental Mindsets With Children’s Mindsets, (4) Patterns of Socializers’ Science Support: Retrospective Relations to Motivational Beliefs among Ethno-Racially Minoritized College Students, (5) The relative importance of family influences on STEM college students’ expectancy-value beliefs and career decisions. 11:40am-1:10pm MDT, Paper session co-sponsored with the motivation in education special interest group in Colorado Convention Center, Meeting Room Level, Room 203. Five papers are included, titled: (1) Belonging as a Motivational Principle in Black Students' and Teachers’ School and Science Classroom Experiences; (2) Examining the Relations Between Perceived Classroom Structures, Expectancy-Value Beliefs, and Subsequent Math Performance Among Latino/a Adolescents; (3) How Goal Structures and Academic Expectations Co-Construct One Another: A Multiple Case Study; (4) Math Motivation During Kindergarten and its Association with Classroom Motivational Climate: A Mixed-Methods Inquiry; (5) Race-Reimaged Autonomy Support: Motivational Benefits of Instruction That Integrates Self-Determination Theory and Culturally Relevant Education. AERA 2025 Division C Section 2b: Learning & motivation in social & cultural contexts program for Friday, April 25 (part 2 of 2). Starts at 8am MDT in the virtual poster hall: Learning and motivation in social and cultural contexts virtual poster session. 1:30-3pm MDT, roundtable session in the Colorado Convention Center, Ballroom Level, Four Seasons Ballroom 4 titled "Leveraging Peer Relationships and Classroom Dynamics." Five papers are included, titled: (1) EFL students’ collaborative learning: The role of self-regulated learning, motivation, and teacher’s support; (2) Fixed-Mindset Peers Negatively Predict Long-Run Educational Progress; (3) Leveraging Social Relationships and Help-Seeking Among Latina/o/x Community College Students: Exploring Gender Differences; (4) Fostering Friendships through Collaborative Reasoning: A Dynamic Social Network Analysis of Adolescent Peer Relationships; (5) Classmates to Friends: Bonding Activities and College Students' Academics, Well-Being, Experience, and Interpersonal Closeness. 3:20-4:50pm MDT, poster session in the Colorado Convention Center, Exhibit Hall Level, Exhibit Hall F titled "Student Identity and Autonomy." Includes six posters titled: (1) Given the Power to Lead, Students Shift Their Classroom from Authoritarian to Adhocratic Governance; (2) “You’re a scientist too?”: Affirming Children’s Voice in Early Childhood Education Classrooms; (3) Longitudinal Influence of Identity Safety on School Attitudes; (4) Summer Bridge Program Influence on a Future Engineer Role Identity: A Case Study; (5) Fostering Latinx Youths’ Ethnic-Racial Identity Through Play: A Conjecture Map; (6) Exploring Undergraduate Students’ Critical Thinking and Optimism through Project-Based Climate Change Education.
April 9, 2025 at 2:31 PM
allisonzengilowski.bsky.social
@czpuede.bsky.social and I are excited to share the program for #AERA2025 Div C Sec 2B: Motivation & Learning in Social & Cultural Contexts! Today we're highlighting Wed (4/23) presentations ✨ More to come! @aera-motsig.bsky.social @aeradivcgrad.bsky.social #PsychSciSky #AcademicSky #EduSky
AERA 2025 Division C Section 2b: Learning & motivation in social & cultural contexts program for Wednesday, April 23. Starts at 8am MDT in the virtual poster hall: Learning and motivation in social and cultural contexts virtual poster session. Papers include 1. Instructor high-arousal, positive affect, relatedness need satisfaction, and east asian college student engagement 2. HLM: Collective efficacy, growth mindset, and classroom ELA outcomes controlling for SES and school size 3. Changing patterns of academic social comparison emotions among high school students in South Korea: Latent profile analysis 10:50am-12pm MDT: paper session in Colorado convention center meeting room level, room 404. Session titled "dynamics of student engagement and peer influence in collaborative settings. Papers include: 1. The Hidden Ingredients of Engagement: Collective Efficacy and Respectful Demeanors 2. Analyzing Changes in Engagement Patterns during Collaborative Discussions among Chinese Adolescents: An Epistemic Network Analysis 3. The Secret Language of Peers: How Peer Behaviors Signal Mindset and Influence Classroom Experiences 4. Helpful, Harmful, or Somewhere In-Between? Exploring Features of Peer Motivational Climate amongst University Mathematics Students"
April 7, 2025 at 1:25 PM
allisonzengilowski.bsky.social
uh oh, i thought the same, i fear this will be us during the entire panel!
Three animated spidermen (blue tights, red boots, red top, red masks with white eyes) standing in a circle all pointing at each other
February 24, 2025 at 9:21 PM
allisonzengilowski.bsky.social
Based on only the quant findings, we would have had this very narrow view of this relationship. By integrating quantitative and qualitative data, we had a much more thorough and representative understanding of how that initial quant relationship we found was tangibly experienced by students.
Figure showing differences between quantitative-only and integrated findings. Constructs are represented by gray boxes with arrows connecting them. In the quantitative panel on top, the box "faculty beliefs (FAB/fixed mindset)" directly connects to a box labeled as "representation outcomes." In the integrated panel below, the two previous boxes are connected by and through ten additional constructs. Academic environment (difficulty, prestige, intensity), faculty beliefs, and peer beliefs are connected and connect to three mechanisms: course structures, implicit messages, and explicit messages. Through these three messages, they connect to boxes representing students' experiences, including the original representation outcomes, belonging concerns/imposter feelings, department demographics, salient identity (gender, race, first-generation). Social support is posited to inform the relationship between belonging concerns and representation outcomes. Identity-based community is seen to inform the relationship between salient identity and belonging concerns.
December 2, 2024 at 10:25 PM