Matthew L Bernacki

Cituota

	Visi	Nuo 2018
Šaltiniai	3318	2820
h-rodyklė	31	29
i10-rodyklė	42	39

840

420

210

630

2010201120122013201420152016201720182019202020212022202310 12 25 37 63 71 80 139 189 197 360 553 833 674

Viešas pasiekiamumas

Peržiūrėti viską

20 straipsnių

3 straipsniai

pasiekiami

nepasiekiami

Pagal finansavimo įpareigojimus

Bendraautoriai

Candace WalkingtonSouthern Methodist UniversityPatvirtintas el. paštas smu.edu
Jeffrey A. GreeneProfessor, School of Education, University of North Carolina at Chapel HillPatvirtintas el. paštas email.unc.edu
Timothy Nokes-MalachAssociate Professor of Psychology, University of PittsburghPatvirtintas el. paštas pitt.edu
Helen CromptonOld Dominion UniversityPatvirtintas el. paštas odu.edu
Robert D. PlumleyStudent in PhD in Education, University of North Carolina at Chapel HillPatvirtintas el. paštas live.unc.edu
Kathleen M. GatesUniversity of North CarolinaPatvirtintas el. paštas unc.edu
James P. ByrnesTemple UniversityPatvirtintas el. paštas temple.edu
Vincent AlevenProfessor of Human-Computer Interaction, Carnegie Mellon UniversityPatvirtintas el. paštas andrew.cmu.edu
Kelly A HoganUniversity of North CarolinaPatvirtintas el. paštas email.unc.edu
Daniel BelenkyFounder and Principal ConsultantPatvirtintas el. paštas mindpathlearning.com
Adar Ben-EliyahuUniversity of HaifaPatvirtintas el. paštas edu.haifa.ac.il
Susan Jansen VarnumTemple UniversityPatvirtintas el. paštas temple.edu
J. Elizabeth RicheyInstructor, University of PittsburghPatvirtintas el. paštas pitt.edu
Jennifer CromleyProfessor, Educational Psychology, UIUCPatvirtintas el. paštas illinois.edu
Christopher J. UrbanQuantitative Psychology Ph.D. Student, University of North Carolina at Chapel HillPatvirtintas el. paštas live.unc.edu
Gwen MarchandPatvirtintas el. paštas unlv.edu
Michael (Mikhail) YudelsonStaff Data Scientist at Chegg, Inc.Patvirtintas el. paštas chegg.com
Stephen E. FancsaliDirector of Advanced Analytics, Carnegie Learning, Inc.Patvirtintas el. paštas carnegielearning.com

Stebėti

Matthew L Bernacki

Assistant Professor, University of North Carolina, Chapel Hill

Patvirtintas el. paštas unc.edu - Pagrindinis puslapis

Self-regulated Learning Motivation Learning Technology Learning Analytics Personalized Learning


Pavadinimas Rūšiuoti pagal šaltinius Rūšiuoti pagal metus Rūšiuoti pagal pavadinimą	Cituota Cituota	Metai
A teaching intervention that increases underserved college students' success MA Winkelmes, M Bernacki, J Butler, M Zochowski, J Golanics, KH Weavil Peer Review 18 (1-2), 31-37, 2016	277	2016
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education ML Bernacki, JA Greene, H Crompton Contemporary Educational Psychology 60, 101827, 2020	267	2020
Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning ML Bernacki, TJ Nokes-Malach, V Aleven Metacognition and Learning 10, 99-117, 2015	202	2015
Psychological foundations of emerging technologies for teaching and learning in higher education H Crompton, M Bernacki, JA Greene Current Opinion in Psychology 36, 101-105, 2020	198	2020
The impact of service learning on moral development and moral orientation ML Bernacki PhD, EA Jaeger Michigan Journal of Community Service-Learning 14 (2), 5, 2008	170	2008
Addressing complexities in self-regulated learning: A focus on contextual factors, contingencies, and dynamic relations A Ben-Eliyahu, ML Bernacki Metacognition and Learning 10, 1-13, 2015	159	2015
The role of situational interest in personalized learning. ML Bernacki, C Walkington Journal of Educational Psychology 110 (6), 864, 2018	155	2018
The Effects of Achievement Goals and Self-Regulated Learning Behaviors on Reading Comprehension in Technology-Enhanced Learning Environments ML Bernacki, JP Byrnes, JC Cromley Contemporary Educational Psychology, 2012	149	2012
Self-regulated learning and technology-enhanced learning environments: An opportunity-propensity analysis ML Bernacki, AC Aguilar, JP Byrnes Fostering self-regulated learning through ICT, 1-26, 2011	124	2011
Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues C Walkington, ML Bernacki Motivational interventions 18, 139-176, 2014	119	2014
Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions C Walkington, ML Bernacki Journal of research on technology in education 52 (3), 235-252, 2020	111	2020
The many faces of formative assessment. J Stull, SJ Varnum, J Ducette, J Schiller International Journal of Teaching and Learning in Higher Education 23 (1), 30-39, 2011	101	2011
Examining the cyclical, loosely sequenced, and contingent features of self-regulated learning: Trace data and their analysis ML Bernacki Handbook of self-regulation of learning and performance, 370-387, 2017	92	2017
Student motivation, stressors, and intent to leave nursing doctoral study: A national study using path analysis D Volkert, L Candela, M Bernacki Nurse education today 61, 210-215, 2018	86	2018
The roles of social influences on student competence, relatedness, achievement, and retention in STEM A Hilts, R Part, ML Bernacki Science Education 102 (4), 744-770, 2018	80	2018
Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement? ML Bernacki, L Vosicka, JC Utz Journal of Educational Psychology 112 (4), 765, 2020	79	2020
A latent profile analysis of undergraduates’ achievement motivations and metacognitive behaviors, and their relations to achievement in science. W Hong, ML Bernacki, HN Perera Journal of Educational Psychology 112 (7), 1409, 2020	74	2020
Predicting achievement and providing support before STEM majors begin to fail ML Bernacki, MM Chavez, PM Uesbeck Computers & Education 158, 103999, 2020	60*	2020
Students authoring personalized “algebra stories”: Problem-posing in the context of out-of-school interests C Walkington, M Bernacki The Journal of Mathematical Behavior 40, 171-191, 2015	60	2015
A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose (s)? ML Bernacki, MJ Greene, NG Lobczowski Educational Psychology Review 33 (4), 1675-1715, 2021	58	2021

Sistema negali atlikti operacijos. Bandykite vėliau dar kartą.

Straipsniai 1–20

Šaltinių per metus

Dubliuoti šaltiniai

Sujungti šaltiniai

Pridėti bendraautoriusBendraautoriai

Stebėti

Cituota

Bendraautoriai