| 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 | 444 | 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 | 334 | 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 | 256 | 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 | 241 | 2015 |
| 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 | 238 | 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 | 230 | 2021 |
| The role of situational interest in personalized learning. ML Bernacki, C Walkington Journal of Educational Psychology 110 (6), 864, 2018 | 219 | 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 | 195 | 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 | 181 | 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 | 172 | 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 | 147 | 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 | 129 | 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 | 117 | 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 | 115 | 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 | 107 | 2011 |
| 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 | 105 | 2018 |
| 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 | 104 | 2018 |
| Predicting achievement and providing support before STEM majors begin to fail ML Bernacki, MM Chavez, PM Uesbeck Computers & Education 158, 103999, 2020 | 103 | 2020 |
| 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 | 102 | 2020 |
| 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 | 90 | 2019 |
Jeffrey A. GreeneProfessor, School of Education, University of North Carolina at Chapel HillVerified email at email.unc.edu
