Jennifer G. Cromley

Best Publications

• Does training on self-regulated learning facilitate students' learning with hypermedia?

  Roger Azevedo;Jennifer G. Cromley

  1340
  Citations

• Testing and refining the direct and inferential mediation model of reading comprehension

  Jennifer G. Cromley;Roger Azevedo

  853
  Citations

• The role of identity development, values, and costs in college STEM retention

  Tony Perez;Jennifer G. Cromley;Avi Kaplan

  757
  Citations

• Does Adaptive Scaffolding Facilitate Students' Ability to Regulate their Learning with Hypermedia?.

  Roger Azevedo;Jennifer G Cromley;Diane Seibert

  756
  Citations

• Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

  Roger Azevedo;Daniel C. Moos;Jeffrey A. Greene;Fielding I. Winters

  616
  Citations

• Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia

  Roger Azevedo;Jennifer G. Cromley;Fielding I. Winters;Daniel C. Moos

  484
  Citations

• Educational Psychology

  Unknown

  366
  Citations

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

  Jennifer G. Cromley;Lindsey E. Snyder-Hogan;Ulana A. Luciw-Dubas

  296
  Citations

• English Language Learners' Access to and Attainment in Postsecondary Education.

  Yasuko Kanno;Jennifer G. Cromley

  253
  Citations

• Cognitive activities in complex science text and diagrams

  Jennifer G. Cromley;Lindsey E. Snyder-Hogan;Ulana A. Luciw-Dubas

  226
  Citations

• Self-report of reading comprehension strategies: What are we measuring?

  Jennifer G. Cromley;Jennifer G. Cromley;Roger Azevedo;Roger Azevedo

  204
  Citations

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

  Jennifer G. Cromley;Tony Perez;Avi Kaplan

  188
  Citations

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

  Ting Dai;Jennifer G. Cromley

  166
  Citations

• Adaptive Content and Process Scaffolding: A key to facilitating students' self-regulated learning with hypermedia

  Roger Azevedo;Jennifer G. Cromley;Daniel C. Moos;Jeffrey A. Greene

  160
  Citations

• Reading Achievement and Science Proficiency: International Comparisons From the Programme on International Student Assessment

  Jennifer G. Cromley

  160
  Citations

• The Effects of Achievement Goals and Self-Regulated Learning Behaviors on Reading Comprehension in Technology-Enhanced Learning Environments.

  Matthew L. Bernacki;James P. Byrnes;Jennifer G. Cromley

  155
  Citations

• English Language Learners' Pathways to Four-Year Colleges.

  Yasuko Kanno;Jennifer G. Cromley

  115
  Citations

• What Do Reading Tutors Do? A Naturalistic Study of More and Less Experienced Tutors in Reading

  Jennifer G. Cromley;Roger Azevedo

  97
  Citations

• Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement

  Tony Perez;Ting Dai;Avi Kaplan;Jennifer G. Cromley

  96
  Citations

• Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia?

  Roger Azevedo;Daniel Moos;Fielding Winters;Jeffrey Greene

  88
  Citations