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The Role of Identity Development, Values, and Costs in College STEM Retention

Journal of educational psychology, 2014-02, Vol.106 (1), p.315-329

2014

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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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Cognitive activities in complex science text and diagrams

Contemporary educational psychology, 2010, Vol.35 (1), p.59-74

2010

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Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension

Journal of educational psychology, 2007-05, Vol.99 (2), p.311-325

2007

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Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach

Contemporary educational psychology, 2014-07, Vol.39 (3), p.233-247

2014

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Deciding on drawing: the topic matters when using drawing as a science learning strategy

International journal of science education, 2021-03, Vol.43 (4), p.624-640

2021

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How Instructors Can Enhance Biology Students’ Motivation, Learning, and Grades through Brief Relevance Writing and Worked-Example Interventions

Journal of microbiology & biology education, 2021-09, Vol.22 (2)

2021

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Instructional Support for Visual Displays: An Updated Literature Review

Technology, knowledge and learning, 2024-09, Vol.29 (3), p.1191-1205

2024

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Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

Journal of educational psychology, 2004-09, Vol.96 (3), p.523-535

2004

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English Language Learners' Access to and Attainment in Postsecondary Education

TESOL quarterly, 2013-03, Vol.47 (1), p.89-121

2013

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Meta-Analysis of STEM Learning Using Virtual Reality: Benefits Across the Board

Journal of science education and technology, 2023-06, Vol.32 (3), p.355-364

2023

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English Language Learners’ Pathways to Four-Year Colleges

Teachers College record (1970), 2015-12, Vol.117 (12), p.1-44

2015

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Development of a Tool to Assess Inference-Making and Reasoning in Biology

Journal of microbiology & biology education, 2021-09, Vol.22 (2)

2021

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Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?

Journal of science education and technology, 2020-04, Vol.29 (2), p.216-229

2020

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Let Your Ideas Flow: Using Flowcharts to Convey Methods and Implications of the Results in Laboratory Exercises, Articles, Posters, and Slide Presentations

Journal of microbiology & biology education, 2018-01, Vol.19 (1)

2018

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Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions

Policy insights from the behavioral and brain sciences, 2016-03, Vol.3 (1), p.4-11

2016

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Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension

Journal of educational psychology, 2010-08, Vol.102 (3), p.687-700

2010

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Construction and Validation of the Racially Biased Reasoning Scale: A Measure of Beliefs About Police Interactions With People of Color

Cultural diversity & ethnic minority psychology, 2023-10, Vol.29 (4), p.590-602

2023

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Comparing Reading Comprehension of Narrative and Expository Texts Based on the Direct and Inferential Mediation Model

International journal of science and mathematics education, 2022-11, Vol.20 (Suppl 1), p.17-41

2022

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Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?

Contemporary educational psychology, 2004-07, Vol.29 (3), p.344-370

2004

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Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?

Educational technology research and development, 2008-02, Vol.56 (1), p.45-72

2008

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The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry

Contemporary educational psychology, 2014-07, Vol.39 (3), p.262-274

2014

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Do Students' Questions during Chemistry Lectures Predict Perceived Comprehension and Exam Performance?

The Journal of experimental education, 2022-04, Vol.91 (3), p.411-430

2022

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Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill

International journal of science education, 2015-10, Vol.37 (15), p.2476-2502

2015

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Metacognition in Education: Translational Research

Translational issues in psychological science, 2020-03, Vol.6 (1), p.15-20

2020

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The Role of Identity Development, Values, and Costs in College STEM Retention

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

Cognitive activities in complex science text and diagrams

Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension

Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach

Deciding on drawing: the topic matters when using drawing as a science learning strategy

How Instructors Can Enhance Biology Students’ Motivation, Learning, and Grades through Brief Relevance Writing and Worked-Example Interventions

Instructional Support for Visual Displays: An Updated Literature Review

Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

English Language Learners' Access to and Attainment in Postsecondary Education

Meta-Analysis of STEM Learning Using Virtual Reality: Benefits Across the Board

English Language Learners’ Pathways to Four-Year Colleges

Development of a Tool to Assess Inference-Making and Reasoning in Biology

Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?

Let Your Ideas Flow: Using Flowcharts to Convey Methods and Implications of the Results in Laboratory Exercises, Articles, Posters, and Slide Presentations

Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions

Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension

Construction and Validation of the Racially Biased Reasoning Scale: A Measure of Beliefs About Police Interactions With People of Color

Comparing Reading Comprehension of Narrative and Expository Texts Based on the Direct and Inferential Mediation Model

Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?

Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?

The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry

Do Students' Questions during Chemistry Lectures Predict Perceived Comprehension and Exam Performance?

Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill

Metacognition in Education: Translational Research

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