Jennifer Cromley
Jennifer Cromley
Professor, Educational Psychology, UIUC
Verified email at illinois.edu - Homepage
Title
Cited by
Cited by
Year
Does training on self-regulated learning facilitate students' learning with hypermedia?
R Azevedo, JG Cromley
Journal of educational psychology 96 (3), 523, 2004
11542004
Testing and refining the direct and inferential mediation model of reading comprehension.
JG Cromley, R Azevedo
Journal of educational psychology 99 (2), 311, 2007
6562007
Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?
R Azevedo, JG Cromley, D Seibert
Contemporary educational psychology 29 (3), 344-370, 2004
6382004
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?
R Azevedo, DC Moos, JA Greene, FI Winters, JG Cromley
Educational Technology Research and Development 56 (1), 45-72, 2008
5082008
The role of identity development, values, and costs in college STEM retention.
T Perez, JG Cromley, A Kaplan
Journal of educational psychology 106 (1), 315, 2014
4502014
Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia
R Azevedo, JG Cromley, FI Winters, DC Moos, JA Greene
Instructional science 33 (5), 381-412, 2005
4192005
Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension.
JG Cromley, LE Snyder-Hogan, UA Luciw-Dubas
Journal of Educational Psychology 102 (3), 687, 2010
2172010
English language learners' access to and attainment in postsecondary education
Y Kanno, JG Cromley
Tesol Quarterly 47 (1), 89-121, 2013
1952013
Cognitive activities in complex science text and diagrams
JG Cromley, LE Snyder-Hogan, UA Luciw-Dubas
Contemporary Educational Psychology 35 (1), 59-74, 2010
1812010
Self-report of reading comprehension strategies: What are we measuring?
JG Cromley, R Azevedo
Metacognition and Learning 1 (3), 229-247, 2006
1642006
Adaptive content and process scaffolding: A key to facilitating students' self-regulated learning with hypermedia
R Azevedo, JG Cromley, DC Moos, JA Greene, FI Winters
Psychological Test and Assessment Modeling 53 (1), 106, 2011
1302011
Reading achievement and science proficiency: International comparisons from the programme on international student assessment
JG Cromley
Reading Psychology 30 (2), 89-118, 2009
1252009
Undergraduate STEM achievement and retention: Cognitive, motivational, and institutional factors and solutions
JG Cromley, T Perez, A Kaplan
Policy Insights from the Behavioral and Brain Sciences 3 (1), 4-11, 2016
1092016
Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach
T Dai, JG Cromley
Contemporary Educational Psychology 39 (3), 233-247, 2014
912014
The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments
ML Bernacki, JP Byrnes, JG Cromley
Contemporary Educational Psychology 37 (2), 148-161, 2012
902012
What do reading tutors do? A naturalistic study of more and less experienced tutors in reading
JG Cromley
Discourse Processes 40 (2), 83-113, 2005
842005
Metacognition, cognitive strategy instruction, and reading in adult literacy
JG Cromley
Review of adult learning and literacy 5 (7), 187-205, 2005
792005
Learning to think, learning to learn: What the science of thinking and learning has to offer adult education
J Cromley
National Institute for Literacy, 2000
732000
English language learners’ pathways to four-year colleges
Y Kanno, J Cromley
Teachers College Record 117 (12), 1-44, 2015
692015
Self-regulation in education
PA Alexander, JA Greene
Routledge, 2017
562017
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