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School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school‐based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context‐sensitive high‐effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow‐up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions. Practitioner Points: Contextualizing students' subjective task value through John Henryism, an effortful coping strategy, can help institutions identify ways to better support the needs of students from multiple minoritized backgrounds. This may help to advance commitments to diversity and equity in school psychology research and practice, an important direction for the field.Older, Latinx, and female students are more likely to rate highly on subjective task value and John Henryism, suggesting that students from nontraditional or minoritized backgrounds may be highly motivated but may also engage in effortful coping with paradoxical outcomes. Intentionally supporting these students may help to address current challenges in the school psychology pipeline. Additionally, supporting these students may help to diversify the school psychology field in ways that will better support students and families from minoritized backgrounds.Institutions should work to understand and support students in ways that value their complex identities through high‐touch, adaptive mentorship programs and other strategies. [ABSTRACT FROM AUTHOR]

This study examined motivators of preservice teachers (PSTs) for pursuing a teaching career. We used latent profile analysis to identify four profiles of PSTs based on their scores on personal utility value, civic mindedness, and intentions for future professional engagement. Using logistic regression, we identified motivational differences among PST content areas and latent profiles. We found that early childhood education students had higher motivation scores than students from other certification areas across different profiles. We discussed recommendations related to these findings for teacher education programs, especially for identity development and nurturing the civic motivations of PSTs who aspire to use their teaching to improve their communities. [ABSTRACT FROM AUTHOR]

Focusing on episodes of student-generated and - sustained talk during document-based disciplinary history discussions, this study explored what teacher candidates prioritize and value about social studies discussions, and how these priorities align with their actions and goals as facilitators. Using a complex systems-based model, we investigated candidates' goals as they planned for, facilitated, and reflected upon student sense-making relative to three common orientations for social studies discussions: disciplinary history, participatory civics, and critical literacy. Findings revealed that candidates employed elements from all three orientations, yet without clear alignment to any particular approach. This misalignment reflected tensions between candidates' stated goals, beliefs about student engagement, and instructional decisions. We draw implications for teacher education to support candidates in developing coherent practices for discussion facilitation that align with their instructional visions and socio-cultural contexts. [ABSTRACT FROM AUTHOR]