Kristine Zheng
@kristinezheng.bsky.social
computational cognitive science @ stanford, mit | she/her
kristinezheng.github.io
kristinezheng.github.io
In ongoing work, we’re exploring other behavioral measures of student engagement and developing interventions to help more students overcome psychological barriers to succeeding in these courses!
July 29, 2025 at 11:48 PM
In ongoing work, we’re exploring other behavioral measures of student engagement and developing interventions to help more students overcome psychological barriers to succeeding in these courses!
We found robust links between various psychological factors (math anxiety, stress expectations, interest in math, self-efficacy, etc.) and quiz performance. But simply completing more of the learning activities was not associated with better performance!
July 29, 2025 at 11:48 PM
We found robust links between various psychological factors (math anxiety, stress expectations, interest in math, self-efficacy, etc.) and quiz performance. But simply completing more of the learning activities was not associated with better performance!
We focused on estimating the strength of links between the attitudes/beliefs/knowledge students brought with them to the course (e.g., math anxiety; prior coding experience), their subsequent day-to-day engagement with the material, and their performance on quizzes.
July 29, 2025 at 11:48 PM
We focused on estimating the strength of links between the attitudes/beliefs/knowledge students brought with them to the course (e.g., math anxiety; prior coding experience), their subsequent day-to-day engagement with the material, and their performance on quizzes.
We partnered with CourseKata (coursekata.org) to analyze longitudinal student learning data from 45 college-level data sci courses across 11 institutions.
July 29, 2025 at 11:48 PM
We partnered with CourseKata (coursekata.org) to analyze longitudinal student learning data from 45 college-level data sci courses across 11 institutions.
Students come into data sci courses with varying levels of motivation and assumptions about themselves and the material. How do these psychological factors interact with their level of engagement with the course to determine how much they learn?
July 29, 2025 at 11:48 PM
Students come into data sci courses with varying levels of motivation and assumptions about themselves and the material. How do these psychological factors interact with their level of engagement with the course to determine how much they learn?
We focused on estimating the strength of links between the attitudes/beliefs/knowledge students brought with them to the course (e.g., math anxiety; prior coding experience), their subsequent day-to-day engagement with the material, and their performance on quizzes.
July 29, 2025 at 11:40 PM
We focused on estimating the strength of links between the attitudes/beliefs/knowledge students brought with them to the course (e.g., math anxiety; prior coding experience), their subsequent day-to-day engagement with the material, and their performance on quizzes.
We partnered with CourseKata (coursekata.org) to analyze longitudinal student learning data from 45 college-level data sci courses across 11 institutions.
July 29, 2025 at 11:40 PM
We partnered with CourseKata (coursekata.org) to analyze longitudinal student learning data from 45 college-level data sci courses across 11 institutions.
Students come into data sci courses with varying levels of motivation and assumptions about themselves and the material. How do these psychological factors interact with their level of engagement with the course to determine how much they learn?
July 29, 2025 at 11:40 PM
Students come into data sci courses with varying levels of motivation and assumptions about themselves and the material. How do these psychological factors interact with their level of engagement with the course to determine how much they learn?
Students come into data sci courses with varying levels of motivation and assumptions about themselves and the material. How do these psychological factors interact with their level of engagement with the course to determine how much they learn?
July 29, 2025 at 11:37 PM
Students come into data sci courses with varying levels of motivation and assumptions about themselves and the material. How do these psychological factors interact with their level of engagement with the course to determine how much they learn?
Reposted by Kristine Zheng
Whoops I apparently have no idea how graphics work, please enjoy this hilarious inverted SVG situation and head to project-nightingale.stanford.edu to see the *real* graphic
Project Nightingale
project-nightingale.stanford.edu
March 7, 2025 at 6:00 PM
Whoops I apparently have no idea how graphics work, please enjoy this hilarious inverted SVG situation and head to project-nightingale.stanford.edu to see the *real* graphic