Xiaodong Lin-Siegler

TL;DR: This article used story-based instruction to model how scientists achieve through failures and struggles, and found that participation in either of the struggle story conditions improved science learning post-intervention, relative to that of students in the control condition.

TL;DR: This article found that learning about scientists' struggles during their scientific knowledge building affect students' science learning, and that the struggle-oriented background information helped students create perceptions of scientists as hardworking individuals who struggled to make scientific progress, which increased their interest in science, increased their delayed recall of the key science concepts, and improved their abilities to solve complex problems.

TL;DR: In this paper, the authors utilize the research findings that students' beliefs about themselves, their environment, and what it takes to succeed in intellectual pursuits can influence their motivation and, as a result, their performance in school.

TL;DR: This article explored how the communication concerns of non-native English speakers and Americans relate to their perceptions of each other and decisions to interact and found that the more NNS attribute their communication concerns to Americans' bias, the more likely they would avoid interacting with Americans.

TL;DR: The authors compared the effects of presenting and discussing examples of well and poorly written stories (contrasting cases) with the effect of only presenting and explaining examples of good cases only (good cases only) on students' writing.