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The Role of Situational Interest in Personalized Learning

Journal of educational psychology, 2018-08, Vol.110 (6), p.864-881

2018

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The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments

Contemporary educational psychology, 2012-04, Vol.37 (2), p.148-161

2012

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A Latent Profile Analysis of Undergraduates' Achievement Motivations and Metacognitive Behaviors, and Their Relations to Achievement in Science

Journal of educational psychology, 2020-10, Vol.112 (7), p.1409-1430

2020

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Can a Brief, Digital Skill Training Intervention Help Undergraduates "Learn to Learn" and Improve Their STEM Achievement?

Journal of educational psychology, 2020-05, Vol.112 (4), p.765-781

2020

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Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions

Journal of research on technology in education, 2020-07, Vol.52 (3), p.235-252

2020

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Initial and Evolving Perceptions of Value and Cost of Engaging in Undergraduate Science Course Work and Effects on Achievement and Persistence

Journal of educational psychology, 2022-07, Vol.114 (5), p.1005-1027

2022

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A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?

Educational psychology review, 2021-12, Vol.33 (4), p.1675-1715

2021

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The roles of social influences on student competence, relatedness, achievement, and retention in STEM

Science education (Salem, Mass.), 2018-07, Vol.102 (4), p.744-770

2018

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Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Metacognition and learning, 2015-04, Vol.10 (1), p.1-13

2015

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How do digital textbook platforms promote active learning in undergraduate biology courses?

Journal of research in science teaching, 2023-09, Vol.60 (7), p.1579-1610

2023

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Effects of Digital Learning Skill Training on the Academic Performance of Undergraduates in Science and Mathematics

Journal of educational psychology, 2021-08, Vol.113 (6), p.1107-1125

2021

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Tracing Undergraduate Science Learners’ Digital Cognitive Strategy Use and Relation to Performance

Journal of science education and technology, 2023-12, Vol.32 (6), p.837-857

2023

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Personalizing Algebra to Students’ Individual Interests in an Intelligent Tutoring System: Moderators of Impact

International journal of artificial intelligence in education, 2019-03, Vol.29 (1), p.58-88

2019

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Examining self-efficacy during learning: variability and relations to behavior, performance, and learning

Metacognition and learning, 2015-04, Vol.10 (1), p.99-117

2015

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A Self-Regulated Learning Analytics Prediction-and-Intervention Design: Detecting and Supporting Struggling Biology Students

Journal of educational psychology, 2022-11, Vol.114 (8), p.1801-1816

2022

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A Metacognitive Retrieval Practice Intervention to Improve Undergraduates' Monitoring and Control Processes and Use of Performance Feedback for Classroom Learning

Journal of educational psychology, 2021-10, Vol.113 (7), p.1421-1440

2021

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Revisiting the dimensionality of subjective task value: Towards clarification of competing perspectives

Contemporary educational psychology, 2020-07, Vol.62, p.101875, Article 101875

2020

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The Effect of an Intervention Personalizing Mathematics to Students' Career and Popular Culture Interests on Mathematics Interest and Learning

Journal of educational psychology, 2024-05, Vol.116 (4), p.506-531

2024

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Personalization of Instruction: Design Dimensions and Implications for Cognition

The Journal of experimental education, 2018-01, Vol.86 (1), p.50-68

2018

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Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review

Educational psychology review, 2024-03, Vol.36 (1), p.35, Article 35

2024

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Examining the critical role of evaluation and adaptation in self-regulated learning

Contemporary educational psychology, 2022-01, Vol.68 (January 2022), p.102027, Article 102027

2022

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Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work

Behavior research methods, 2023-09, Vol.55 (6), p.3026-3054

2023

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Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses

Journal of educational psychology, 2024-10

2024

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Investigating Bifactor Modeling of Biology Undergraduates' Task Values and Achievement Goals Across Semesters

Journal of educational psychology, 2023-08, Vol.115 (6), p.836-858

2023

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Coping with the transition to remote instruction: Patterns of self-regulated engagement in a large post-secondary biology course

Journal of research on technology in education, 2022-01, Vol.54 (S1), p.S219-S235

2022

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The Role of Situational Interest in Personalized Learning

The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments

A Latent Profile Analysis of Undergraduates' Achievement Motivations and Metacognitive Behaviors, and Their Relations to Achievement in Science

Can a Brief, Digital Skill Training Intervention Help Undergraduates "Learn to Learn" and Improve Their STEM Achievement?

Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions

Initial and Evolving Perceptions of Value and Cost of Engaging in Undergraduate Science Course Work and Effects on Achievement and Persistence

A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?

The roles of social influences on student competence, relatedness, achievement, and retention in STEM

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

How do digital textbook platforms promote active learning in undergraduate biology courses?

Effects of Digital Learning Skill Training on the Academic Performance of Undergraduates in Science and Mathematics

Tracing Undergraduate Science Learners’ Digital Cognitive Strategy Use and Relation to Performance

Personalizing Algebra to Students’ Individual Interests in an Intelligent Tutoring System: Moderators of Impact

Examining self-efficacy during learning: variability and relations to behavior, performance, and learning

A Self-Regulated Learning Analytics Prediction-and-Intervention Design: Detecting and Supporting Struggling Biology Students

A Metacognitive Retrieval Practice Intervention to Improve Undergraduates' Monitoring and Control Processes and Use of Performance Feedback for Classroom Learning

Revisiting the dimensionality of subjective task value: Towards clarification of competing perspectives

The Effect of an Intervention Personalizing Mathematics to Students' Career and Popular Culture Interests on Mathematics Interest and Learning

Personalization of Instruction: Design Dimensions and Implications for Cognition

Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review

Examining the critical role of evaluation and adaptation in self-regulated learning

Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work

Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses

Investigating Bifactor Modeling of Biology Undergraduates' Task Values and Achievement Goals Across Semesters

Coping with the transition to remote instruction: Patterns of self-regulated engagement in a large post-secondary biology course

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