Recent Refereed Journal Articles:

* Indicates current or former graduate student or undergraduate student.

*Gregory, K., Bol, L., Bean, T., & Perez, T. (2019). Community college discipline faculty’s attitudes and self-efficacy with literacy instruction in the disciplines. Journal of Behavioral and Social Sciences, 6(1), 14-28.

Perez, T., Dai, T., Kaplan, A., Cromley, J. G., *Brooks, W. D., *White, A. C., Mara, K., & Balsai, M. J. (2019). Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement. Learning and Individual Differences, 72, 26-38. https://doi.org/10.1016/j.lindif.2019.04.001

*Robinson, K. A., Perez, T., Carmel, J., & Linnenbrink-Garcia, L. (2019) Science identity trajectories in a gateway college chemistry course: Relations to achievement and stem pursuit. Contemporary Educational Psychology, 56, 180-192. https://doi.org/10.1016/j.cedpsych.2019.01.004

Perez, T., Wormington, S. V., Barger, M. M., Schwartz-Bloom, R. D., Lee, Y., & Linnenbrink-Garcia, L. (2019). Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate STEM persistence. Science Education, 103(2) 264-286. https://doi-org.proxy.lib.odu.edu/10.1002/sce.21490

*Robinson, K. A., Lee, Y.-k., *Bovee, E. A., Perez, T., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. Journal of Educational Psychology, 111(6), 1081-1102. http://dx.doi.org.proxy.lib.odu.edu/10.1037/edu0000331

*Robinson, K. A., Perez, T., Nuttall, A. K., Roseth, C. J., & Linnenbrink-Garcia, L. (2018). From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology, 54(10), 1977-1992. http://dx.doi.org/10.1037/dev0000567

Linnenbrink-Garcia, L., *Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., & Hill, N. E. (2018). Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology, 110(7), 1026-1048. http://dx.doi.org/10.1037/edu0000245

*Barger, M. M., Perez, T., Canelas, D. A., & Linnenbrink-Garcia, L. (2018). Constructivism and personal epistemology development in undergraduate chemistry students.  Learning and Individual Differences, 63, 89-101. https://doi.org/10.1016/j.lindif.2018.03.006

Linnenbrink-Garcia L., Perez T., *Barger M. M., *Wormington S. V., Godin E., Snyder K. E., Richman L. S., & Schwartz-Bloom R. (2018). Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways. Contemporary Educational Psychology, 53, 181-195. https://doi.org/10.1016/j.cedpsych.2018.03.001

Cromley, J. G., Perez, T., & Kaplan, A. (2016). Undergraduate STEM achievement and retention: Cognitive, motivational, and institutional factors and solutions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 4-11. doi:10.1177/2372732215622648

Godin, E. A., *Wormington, S. V., Perez, T., *Barger, M. M., Snyder, K. E., Richman, L. S., Linnenbrink-Garcia, L., Schwartz-Bloom, R. (2015). A Pharmacology-based Enrichment Program for Undergraduates Promotes Interest in Science. CBE Life Sciences Education, 14(4), 1-12. doi: 10.1187/cbe.15-02-0043

Bol, L., *Campbell, K., Perez, T., & Yen, C. (2015).  The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses. Community College Journal of Research and Practice, 40(6), 480-495. doi: 10.1080/10668926.2015.1068718

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-309. doi: 10.1037/a0034027

Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M., & Agbenyega, E. K. T. (2013). Changes in race and sex stereotype threat among diverse STEM students: Relationship to grades and retention in the majors. Contemporary Educational Psychology. 38(3), 247-258. doi:10.1016/j.cedpsych.2013.04.003

Cromley, J. G., Perez, T. C., Fitzhugh, S., Newcombe, N., Wills, T. W., & Tanaka, J. (2013). Improving students’ diagram comprehension with classroom instruction. Journal of Experimental Education. 81(4), 511-537. doi: 10.1080/00220973.2012.745465