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Matthew L Bernacki
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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
3492020
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
3092016
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
2312020
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
2232015
The role of situational interest in personalized learning.
ML Bernacki, C Walkington
Journal of Educational Psychology 110 (6), 864, 2018
1832018
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
1792015
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
1752008
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
1712020
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
1612012
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
1342014
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
1312021
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
1262011
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
1052011
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
1002017
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
972020
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
952018
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
922018
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
912020
Predicting achievement and providing support before STEM majors begin to fail
ML Bernacki, MM Chavez, PM Uesbeck
Computers & Education 158, 103999, 2020
78*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
722015
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