Matthew L Bernacki

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

Stebėti

Matthew L Bernacki

Associate 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
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	479	2020
A Teaching Intervention that Increases Underserved College Students' Success. MA Winkelmes, M Bernacki, J Butler, M Zochowski, J Golanics, KH Weavil Peer Review 18, 2016	344	2016
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	266	2020
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	261	2021
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	257	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	245	2015
The role of situational interest in personalized learning. ML Bernacki, C Walkington Journal of Educational Psychology 110 (6), 864, 2018	233	2018
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	200	2015
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	182	2008
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	177	2012
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	150	2014
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	132	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	125	2017
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	123	2020
Predicting achievement and providing support before STEM majors begin to fail ML Bernacki, MM Chavez, PM Uesbeck Computers & Education 158, 103999, 2020	112	2020
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	110	2018
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	108	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	108	2011
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	107	2018
Personalizing algebra to students’ individual interests in an intelligent tutoring system: Moderators of impact C Walkington, ML Bernacki International Journal of Artificial Intelligence in Education 29, 58-88, 2019	95	2019

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