Evidence map›Paper›PMID 39322856›Full record

ArticleJournal of youth and adolescence2025

Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs.

Emine Ozturk, Jacqueline Cerda-Smith, Angelina Joy, Channing J Mathews, Kelly Lynn Mulvey

Abstract read
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In one paragraph

Article in Journal of youth and adolescence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Emine OzturkT. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA. eozturk2@asu.edu.ORCID http://orcid.org/0000-0001-9997-2982
Jacqueline Cerda-SmithDepartment of Psychology, North Carolina State University, Raleigh, NC, USA.
Angelina JoyDepartment of Human Development and Family Science, Purdue University, West Lafayette, IN, USA.
Channing J MathewsDepartment of Psychology, University of Virginia, Charlottesville, VA, USA.
Kelly Lynn MulveyDepartment of Psychology, North Carolina State University, Raleigh, NC, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Activism around science, technology, engineering, and mathematics (STEM) is a critical task to promote social justice and to develop sustainable and effective solutions to global problems (e.g., climate change) in contemporary society. The present study examines relationships between adolescents' perceptions of gender and ethnic classroom inclusivity, outcome expectancies, utility values, and activism orientation in STEM, grounded in the situated expectancy-value theory. Participants were 699 adolescents (50.2% boys, 47.8% White; M

Indexed as

EngineeringMathematicsMotivationPolitical ActivismScienceTechnologyAdolescentFemaleHumansMaleSoutheastern United StatesStudentsAchievementActivismInclusivityMotivationSTEM

Identifiers

PMID39322856

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.