Research

Lee-Poon, G., Simpkins, S. D., & Eccles, J. S. (revise & resubmit). Transitions in Adolescents’ Math Motivation Across Race/Ethnicity and Gender: The Role of Teachers and Parents. 

Starr, C. R., Lee-Poon, G., Rubach, C., Yannan G., Safavian, N., Dicke, A-L., Eccles, J. S., & Simpkins, S. D. (revise & resubmit). Do Girls and Boys Have Similar Math Value Beliefs? Few Meaningful Gender Differences Found Across Three Datasets.

Rubach, C., Safavian, N., Lee-Poon, G., Dicke, A-L., Starr, C. R., Eccles, J. S., & Simpkins, S. D. (under review). Do racial/ethnic differences in high school students’ math competence-related beliefs replicate across datasets from 9th to 12th grade? 

Lee-Poon, G. & Simpkins, S. D. (2024). Trajectories of math expectancies for success and values in Latinx and Asian students. Developmental Psychology, 60, 711-728.

Starr, C. R., Gao, Y., Rubach, C., Lee, G., Safavian, N., Dicke, A-L., Eccles, J. S., & Simpkins, S. D. “Who’s better at math, boys or girls?”: Changes in adolescents’ math gender stereotypes and their motivational beliefs from early to late adolescence. Educational Science, 13, 866.

Safavian, N., Lee, G., Dicke, A-L., Karabenick, S., & Eccles, J. S. (2023) Disentangling sources and types of education-related supports and Latina’s educational attainment. Hispanic Journal of Behavioral Sciences, 44, 123-138.

Rubach, C., Lee, G., Starr, C., Gao, Y., Safavian, N., Dicke, A-L., Eccles, J. S., & Simpkins, S. D.(2022). Is there any evidence of historical changes in gender differences in American high school students’ math competence-related beliefs from the 1980s to the 2010s?. International Journal of Gender, Science and Technology, 14, 55-126. 

Starr, C. R., Gao, Y., Lee, G., Safavian, N., Rubach, C., Dicke, A-L., Eccles, J. S., & Simpkins, S. D. (2022). Parents’ math gender stereotypes and their correlates: An examination of the similarities and differences over the past 25 years. Sex Roles, 87, 603-619.

Yu, M. V. B., Liu, Y., Hsieh, T., Lee, G., Simpkins, S.D., & Pantano, A. (2022). “Working together as a team really gets them fired up”: Afterschool program mentoring strategies to promote collaborative learning among adolescent participants. Applied Developmental Science, 26, 347-261.

Yu, M. V. B., Hsieh, T., Lee, G., Jiang, S., Simpkins, S.D., & Pantano, A. (2022). Promoting Latinx adolescents’ math motivation through competence support: Culturally responsive practices in an after-school program context. Contemporary Educational Psychology, 68, 102028.

Lee, G. & Simpkins, S.D. (2021). Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers. Journal of Adolescence, 88, 48-57.

Simpkins, S. D., Tulagan, N., Lee, G., Ma, T-L., Zarrett, N., & Vandell, D. L. (2020). Youth’sdeveloping work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and early adulthood. Developmental Psychology, 56, 1-15.