Patrick Neil Beymer

My research program contains two complementary lines of research. First, I investigate the dynamics and complexities of students’ classroom experiences of motivation, emotion and engagement in K-16 STEM settings. Second, because motivation is a dynamic process, I seek to advance the use of intensive longitudinal methodologies for research and intervention in educational contexts. The goal of these lines of research is to advance motivation theory in order to inform practice and support students in their pursuit of academic goals, particularly in STEM domains.

Ph.D.: Michigan State University 2020 (Educational Psychology & Educational Technology)

M.Ed.: North Carolina State University 2014 (Educational Psychology)

B.S.: University of Pittsburgh 2012 (Economics)

Student motivation; engagement; emotions; intensive longitudinal methodologies; experience sampling; diary studies

2020 -2022 Postdoctoral Research Associate, University of Wisconsin - Madison,

Peer Reviewed Publications

Beymer, P. N., & Robinson, K. A. (2022. ) Motivating by measuring motivation? Examining reactivity in a diary study on student motivation.Contemporary Educational Psychology, , 70 , More Information

Beymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2022. ) Teachers’ perceptions of cost: Associations among job satisfaction, attrition intentions, and challenges.Journal of Experimental Education, , More Information

Beymer, P. N., Robinson, K. A., & Schmidt, J. A. (2021. ) Classroom activities as predictors of control, value, and state emotions in science.The Journal of Educational Research, , 114 (6 ) ,550-561 More Information

Beymer, P. N., Ferland, M., & Flake, J. K. (2021. ) Validity evidence for a short scale of college students' perceptions of cost.Current Psychology, , More Information

Robinson, K. A., Beymer, P. N., Ranellucci, J., & Schmidt, J. A. (2020. ) Momentary emotion profiles in high school science and their relations to control, value, achievement, and science career intentions.Motivation Science, , 6 (4 ) ,401-412 More Information

Schmidt, J. A., Beymer, P. N., Rosenberg, J. M., Naftzger, N., & Shumow, L. (2020. ) Experiences, activities, and personal characteristics as predictors of engagement in STEM‐focused summer programs.Journal of Research in Science Teaching, , 57 (8 ) ,1281-1309 More Information

Beymer, P. N., Rosenberg, J. M., Schmidt, J. A. (2020. ) Does choice matter or is it all about interest? An investigation using an experience sampling approach in high school science classrooms.Learning and Individual Differences, , 78 , More Information

Peterson, A. T., Beymer, P. N., & Putnam, R. T. (2018. ) Synchronous and asynchronous discussions: Effects on cooperation, belonging, and affect .Online Learning Journal, , 22 (4 ) ,7-25 More Information

Rosenberg, J. M., Beymer, P. N., Anderson, D. J., van Lissa, C J., & Schmidt, J. A. (2018. ) tidyLPA: An R package to easily carry out latent profile analysis (LPA) using open-source or commercial software.The Journal of Open Source Software, , 3 (30 ) ,978 More Information

Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2017. ) A person-in-context approach to student engagement in science: Examining learning activities and choice.Journal of Research in Science Teaching, , 55 (5 ) ,19-43 More Information

Beymer, P. N., & Thomson, M. M. (2015. ) The effects of choice in the classroom: Is there too little or too much choice?.Support for Learning, , 30 (2 ) ,105-120 More Information

Beymer, P. N., Rosenberg, J. M., Schmidt, J. A., & Naftzger, N. J. (2018. ) Examining relationships among choice, affect, and engagement in summer STEM programs.Journal of Youth and Adolescence, , 47 (1 ) ,1178-1191 More Information

Beymer, P. N., Benden, D. K., & Sachisthal, M. S. M. (2022. ) Exploring the dynamics of situated expectancy-value theory: A panel network analysis .Leaning and Individual Differences, ,

Beymer, P. N., Flake, J. K., & Schmidt, J. A. (2022. ) Disentangling students’ anticipated and experienced cost: The case for understanding both .Journal of Educational Psychology, ,

Beymer, P. N., Robinson, K. A., Naftzger, N. & Schmidt, J. A (2022. ) Program quality, control, value and emotions in summer STEM programs: an examination of control-value theory in an informal learning context.Learning Environments Research, , More Information

Park, J., Levine, A., Kuo, H. J., Lee, B., & Beymer, P. N. (2023. ) Validation of the multiple disability multidimensional attitudes scale toward persons with disabilities.Rehabilitation Psychology, , More Information

Asher, M. W., Harackiewicz, J. M., Beymer, P. N., Hecht, C. A., Lamont, L. B., Else-Quest, N. M., Priniski, S. J., Thoman, D. B., Hyde, J. S., & Smith, J. L. (2023. ) Utility-value intervention promotes persistence and diversity in STEM.Proceedings of the National Academy of Sciences, , 120 (19 ) , More Information

Alberts, K. M., Beymer, P. N., Phun, V., & Schmidt, J. A. (2022. ) Examining a utility value intervention among early adolescents: Trajectories of situational interest and boredom.Learning and Individual Differences, , 96 (102155 ) , More Information

Academic - 3264 Clifton Court Hall
beymerpk@ucmail.uc.edu