Scholarly Publications

Peer-Reviewed Publications

(more links to come)

Master, A., Baker, S., Lee, K., & Turcotte, P. (In press). Links between gender stereotypes and gender gaps in STEM motivation in childhood and adolescence. In H. M. G. Watt, E. Mackenzie, B. R. O’Connor, & R. Lazarides (Eds.), Research Handbook of Gender & STEM.

Master, A., Lee, K., Sharmin, S., Tang, D., Meltzoff, A. N. & Cheryan, S. (2026). It doesn’t always have to be this way: Promoting girls’ interest in STEM through growth mindsets and structural explanations of gender differences. Social Psychology of Education, 29, 113.

Master, A., Patel, K. S., Weltzien, K., & Sharmin, S. (2026). “I felt like I completely belonged in that class”: Gender and the development of sense of belonging in K-12 STEM education. Educational Psychology Review, 38, 10.

Sriutaisuk, S., Fan, W., Kim, H., Snodgrass Rangel, V., & Master, A. (2026). Latent profile analysis of adolescents’ gender stereotypes and self-perceptions in math. Contemporary Educational Psychology, 102464.

Tran, M.-H. D., Fan, W., de la Rosa-Pohl, D., Master, A., Arbona., C., & Olvera, N. (2026). STEM identity development and achievement motivation: A psychometric analysis of the Utrecht-Management of identity commitments scale. International Journal of STEM Education, 13, 37.

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 on computer science for all], 57(1), 56-83.

Master, A., Baker, S., Patel, K., Roy, P., & Butler, L. P. (2025). The role of stereotypes in gender development and disparities. Annual Review of Developmental Psychology, 7, 339-362.

Master, A., Meltzoff, A. N., Tang, D., & Cheryan, S. (2025). Divergence of children’s gender stereotypes and motivation across different STEM fields. Proceedings of the National Academy of Sciences, 122(18), e2408657122.

Motz, B., Diekman, A., Goldstone, R., Green, D., Fyfe, E., Bernardini, S., Emerson, K., Jankowski, H., Ansari, S., Arney, M., Barbieri, C. A., Baumgartner, E., Beam, M., Boucher, K., Callison, M., Canning, E., Chen, X.-Y., Chow, J., Clark, T., … Master, A., … Murphy, M. (2025). A field-initiated vision of research infrastructure for STEM education. International Journal of STEM Education, 12, 59.

Zucker, T., Mesa, M. P., Bambha, V., DeMaster, D., Ahmed, Y., Master, A., Hammond, J., & McCallum, C. (2025). Testing the impact of two afterschool museum outreach interventions on elementary children’s STEM outcomes: Hands-on STEM alone or with STEM stories. Frontiers in Education, 10, 1679669.

Sharmin, S., *Tran, M. H., Fan, W., Arbona, C., Master, A., & Zou, Y. (2024). Psychometric properties of the basic needs satisfaction in general scale: A second-order CFA analysis. Journal of Psychoeducational Assessment, 43(2), 147-160.

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, 28(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 Llácer, C. V., Hervás-Escobar, 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., 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.

Master, A., & Meltzoff, A. N. (2016). Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity. Prospects, 46, 215-234.

Master, A., Meltzoff, A. N., & Lent, R. (2016). Neuroscience, psychology, and society: Translating research to improve learning. Prospects, 46, 191-198.

Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls' interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6, 49.

Master, A., Cheryan, S., & Meltzoff, A. N. (2014). Reducing adolescent girls' concerns about STEM stereotypes: When do female teachers matter? International Review of Social Psychology [Special issue: Stereotype threat in children], 27, 79-102.

†Bryan, C. J., †Master, A., & Walton, G. M. (2014). "Helping" vs. "being a helper": Invoking the self to increase helping in young children. Child Development, 85, 1836-1842. †Authors contributed equally.

Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14, 227-234.

*Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W. T., Williams, M. E., & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143, 804-824. *Recipient of the 2015 Robert B. Cialdini Award from the Society for Personality and Social Psychology

Master, A., & Walton, G. M. (2013). Minimal groups increase young children's motivation and learning on group-relevant tasks. Child Development, 84, 737-751.

Master, A., Markman, E. M., & Dweck, C. S. (2012). Thinking in categories or along a continuum: Consequences for children's social judgments. Child Development, 83, 1145-1163.

Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307-1310.

Chapters

Robinson, S., & Master, A. (In press). Positive risks for adolescents. Manuscript submitted for publication in E. T. Mitchell (Ed.), Teaching human development and family sciences: Active learning for engaged students. Routledge.

Master, A., Tang, D., & Robinson, S. (2025). Computing and gender. In E. Blair & S. Deckman (Eds.), Sage Encyclopedia of Education and Gender.

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. 64-70). The Society for the Teaching of Psychology.

Cvencek, D., Paz-Albo, J., Master, A., Herranz Llácer, C. V., Hervás-Escobar, A., & Meltzoff, A. N. (2022). Math is for me: A field intervention to strengthen math self-concepts in Spanish-speaking 3rd grade children. In E. Galindo, A. A. Candeias, M. Lipowska, Ó. C. De Sousa, & M. Stueck (Eds.), School achievement and failure: Prevention and intervention strategies. Lausanne: Frontiers Media SA.

Cheryan, S., Master, A., & Meltzoff, A. N. (2018). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. In S. J. Ceci, W. M. Williams, & S. Kahn (Eds.), The underrepresentation of women in science: International and cross-disciplinary evidence and debate (pp. 85-92). Lausanne: Frontiers Media.

†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. †Authors contributed equally.

Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Motivation and identity. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school, 2nd edition (pp. 300-319). New York, NY: Routledge.

Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2011; 2007). A self-affirmation intervention to reduce the racial achievement gap. In E. Aronson & J. Aronson (Eds.), Readings about the social animal, 10th edition (pp. 304-315) and 11th edition (pp. 288-299). New York: Worth Freeman.

Dweck, C. S., & Master, A. (2009). Self-concept. In W. Carey, A. Crocker, E. Elias, H. Feldman, & W. Coleman (Eds.), Developmental-behavioral pediatrics, 4th edition (pp. 427-435). St. Louis, MO: Elsevier.

Dweck, C. S., & Master, A. (2009). Self-theories and motivation: Students' beliefs about intelligence. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 123-140). New York, NY: Routledge.

Lepper, M. R., Master, A., & Yow, W. Q. (2008). Intrinsic motivation in education. In M. L. Maehr, S. A. Karabenick, & T. C. Urdan (Eds.), Advances in motivation and achievement, Volume 15: Social psychological perspectives (pp. 521-555). Bingley, UK: Emerald.

Dweck, C. S., & Master, A. (2007). Self-theories motivate self-regulated learning. In D. H. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 31-51). Mahwah, NJ: Erlbaum.