Ariana C. Vasquez - Concepedia

Author

Ariana C. Vasquez

The University of Texas at Austin ORCID

Also Known As

Ariana C. Vasquez, Ariana Vasquez, Vasquez, Ariana Christine

Publications

1.7K

Citations

H-Index

Concepts

All Affiliations

The University of Texas at Austin University of Southern California Columbia University

About

Ariana C. Vasquez is an author at The University of Texas at Austin specializing in education, stem education, and social sciences.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	8	8	1.1K
2	Social Sciences	6	6	1.2K
3	Behavioral Sciences	4	4	494
4	Cognitive Science	2	2	138
5	Child Development	1	1	464

Ariana C. Vasquez

Publications

1.4K

Citations

H-Index

Page 1

	Year	Citations
Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research Ariana C. Vasquez, Erika A. Patall, Carlton J. Fong, Educational Psychology Review Psychosocial FunctioningChild Well-beingFamily InvolvementEducationFamily Psychology	2015	464
A Meta-Analysis of Negative Feedback on Intrinsic Motivation Carlton J. Fong, Erika A. Patall, Ariana C. Vasquez, Educational Psychology Review Behavioral SciencesBehavioral Decision MakingMotivationSocial SciencesNegative Feedback	2018	277
Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Erika A. Patall, Rebecca R. Steingut, Ariana C. Vasquez, Journal of Educational Psychology Autonomous MotivationScience EducationDaily AutonomyEducational PsychologyEducation	2017	231
Agency and high school science students' motivation, engagement, and classroom support experiences Erika A. Patall, Keenan A. Pituch, Rebecca R. Steingut, Journal of Applied Developmental Psychology Stem EducationStudent MotivationBehavioral SciencesScience EducationClassroom Support Experiences	2019	93
Effects of Expository Text Structure Interventions on Comprehension: A Meta‐Analysis Nicole Pyle, Ariana C. Vasquez, Benjamin Lignugaris Kraft, Reading Research Quarterly Text StructureLanguage DevelopmentEducationCognitionEarly Childhood Education	2017	89
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective Erika A. Patall, Sophia Yang Hooper, Ariana C. Vasquez, Learning and Instruction Teacher EducationStem EducationScience EducationPerformance StudiesTeacher Autonomy Support	2018	86
Daily interest, engagement, and autonomy support in the high school science classroom Erika A. Patall, Ariana C. Vasquez, Rebecca R. Steingut, Contemporary Educational Psychology Stem EducationScience EducationBehavioral SciencesScientific LiteracyStudent Learning	2016	82
Supporting and Thwarting Autonomy in the High School Science Classroom Erika A. Patall, Ariana C. Vasquez, Rebecca R. Steingut, Cognition and Instruction Inquiry-based LearningScience EducationDaily AutonomyEducational PsychologyScience Teaching	2017	49
Gender disparities in students’ motivational experiences in high school science classrooms Erika A. Patall, Rebecca R. Steingut, Jen L. Freeman, Science Education Science EducationEducational PsychologyHigh SchoolEducationSocial Sciences	2018	42

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