Egorova, A., Liu, A., Shaw, S. T., Sales, A., Ottmar, E. (2025). Game-Based Digital Math Intervention's Effect on Math Anxiety and Its Variation across Classrooms. EdArxiv, Click here
Shaw, S. T., McReynolds, A., Neer, E., Zhu, T., & Givvin, K. (2024). A Mixed-Methods Investigation of Undergraduate Students’ Values and Experiences with Breaks, Leisure, and Rest. Click here.
Shaw, S. T., Rushton, N., & Rostkowski, E. (2024). Earning Statistics Course Credit in College Is Associated with Higher Salaries 10 Years After Graduation. EdArXiv. Click here.
Haim, A., Shaw, S. T., & Heffernan, N. (2023). How to Open Science: A Reproducibility Author Survey of the Artificial Intelligence in Education Conference. EdArXiv. Click here.
Haim, A., Shaw, S. T., & Heffernan, N. (2023). How to Open Science: Debugging Reproducibility within the Educational Data Mining Conference. EdArXiv. Click here.
Shaw, S. T., McReynolds, A., Neer, E., Zhu, T., & Givvin, K. (in press). An exploratory investigation of undergraduate students’ values and experiences with breaks, leisure, and rest. Journal of College Student Development.
Bye, J. K., Chan, J. Y. C., Closser, A. H., Lee, J. E., Shaw, S. T., & Ottmar, E. R. (2024). Perceiving precedence: Order of operations errors are predicted by perception of equivalent expressions. Journal of Numerical Cognition, 10, 1-23. https://doi.org/10.5964/jnc.14103
Rahal, D., Shaw, S. T., Tucker, M., & Stigler, J. (2024). Status in a psychological statistics class: The role of academic and status-based identities in college students’ subjective social status. Social Psychology of Education. 10.1007/s11218-024-09885-4
Rahal, D., & Shaw, S. T. (2023). Impacts of the COVID-19 transition to remote instruction for university students. Journal of Student Affairs Research and Practice, DOI: 10.1080/19496591.2022.2111519
Tucker, M. C., Shaw, S. T., Son, J. Y., & Stigler, J. W. (2023). Teaching Statistics and Data Analysis with R. Journal of Statistics and Data Science Education, 1-32. DOI: 10.1080/26939169.2022.2089410
Rahal, D., Shaw, S. T., & Stigler, J. (2023). Lower socioeconomic status is related to higher negative emotional well-being prior to academic exams. Anxiety, Stress, & Coping. 1-17. doi: https://doi.org/10.1080/10615806.2022.2110588
Iannacchione, A., Ottmar, E., Ngo, V., Mason, C., Smith, H., Drzewiecki, K., & Shaw, S. T. (2023). Examining relations between math anxiety, prior knowledge, hint usage, and math performance in two different online learning contexts. Instructional Science. 1 - 23. doi:10.1007/s11251-022-09604-6
Shaw, S. T., Luna, M. A. Rodriguez, B., Vilalta, N., & Ramirez, G. (2022). Mathematical creativity in elementary school children: General patterns and effects of an incubation break. Frontiers in Education, 7, doi: https://doi.org/10.3389/feduc.2022.835911
Shaw, S. T., Pogossian, & Ramirez, G. (2020). The mathematical flexibility of college students: The role of affective and cognitive factors. British Journal of Educational Psychology. https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12340
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-166. doi:10.1080/00461520.2018.1447384
Shaw, S. T. (2022). Diversity in Mathematical Insight Experiences in the Wild: Evidence of Opportunistic Assimilation. In Proceedings of the Annual Meeting of the Cognitive Science Society. Click here to view PDF.
Haim, A., Shaw, S., & Heffernan, N. (2023, March). How to Open Science: A Principle and Reproducibility Review of the Learning Analytics and Knowledge Conference. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 156-164). doi: doi.org/10.1145/3576050.3576071
Gurung, A., Baral, S., Vanacore, K. P., McReynolds, A. A., Kreisberg, H., Botelho, A. F., Shaw, S. T. & Heffernan, N. T. (2023, March). Identification, Exploration, and Remediation: Can Teachers Predict Common Wrong Answers?. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 399-410). doi: doi.org/10.1145/3576050.3576109
Vanacore, K., Gurung, A., McReynolds, A., Liu, A., Shaw, S., & Heffernan, N. (2023, March). Impact of Non-Cognitive Interventions on Student Learning Behaviors and Outcomes: An analysis of seven large-scale experimental inventions. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 165-174). doi.org/10.1145/3576050.3576073