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Jennifer G. Cromley - Publications

Affiliations: 
2014- Educational Psychology University of Illinois, Urbana-Champaign, Urbana-Champaign, IL 
Area:
Educational Psychology Education, Sciences Education, Mathematics Education
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45 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Hoang TH, Neville HA, Cromley JG, Dai T. 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. PMID 37384442 DOI: 10.1037/cdp0000614  0.437
2021 Cromley JG, Dai T, Fechter TS, Nelson FE, Van Boekel M, Du Y. Development of a Tool to Assess Inference-Making and Reasoning in Biology. Journal of Microbiology & Biology Education. 22. PMID 34594465 DOI: 10.1128/jmbe.00159-21  0.636
2021 Mara KR, Kaplan A, Balsai MJ, Cromley JG, Perez T, Dai T. How Instructors Can Enhance Biology Students' Motivation, Learning, and Grades through Brief Relevance Writing and Worked-Example Interventions. Journal of Microbiology & Biology Education. 22. PMID 34594451 DOI: 10.1128/jmbe.00110-21  0.671
2020 Kaplan A, Cromley J, Perez T, Dai T, Mara K, Balsai M. The Role of Context in Educational RCT Findings: A Call to Redefine “Evidence-Based Practice” Educational Researcher. 49: 285-288. DOI: 10.3102/0013189X20921862  0.516
2020 Woods SC, Cromley JG, Hackmann DG. Relationships between the middle school concept and student demographics Journal of Educational Administration. 58: 265-281. DOI: 10.1108/Jea-04-2019-0071  0.409
2019 Cromley JG, Dai T, Fechter T, Boekel MV, Nelson FE, Dane A. What Cognitive Interviewing Reveals About a New Measure of Undergraduate Biology Reasoning Journal of Experimental Education. 1-24. DOI: 10.1080/00220973.2019.1613338  0.576
2019 Perez T, Dai T, Kaplan A, Cromley JG, Brooks WD, White AC, Mara KR, Balsai MJ. Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement Learning and Individual Differences. 72: 26-38. DOI: 10.1016/J.Lindif.2019.04.001  0.558
2019 Cromley JG, Du Y, Dane AP. Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing? Journal of Science Education and Technology. 29: 216-229. DOI: 10.1007/S10956-019-09807-6  0.439
2018 Cromley JG. Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension Learning and Instruction. 57: 1-4. DOI: 10.1016/J.Learninstruc.2018.02.004  0.32
2018 Schunn CD, Newcombe NS, Alfieri L, Cromley JG, Massey C, Merlino JF. Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology. 32: 225-240. DOI: 10.1002/Acp.3398  0.483
2017 Cromley JG, Booth JL, Wills TW, Chang BL, Tran N, Madeja M, Shipley TF, Zahner W. Relation of Spatial Skills to Calculus Proficiency: A Brief Report Mathematical Thinking and Learning. 19: 55-68. DOI: 10.1080/10986065.2017.1258614  0.398
2017 Zahner W, Dai T, Cromley JG, Wills TW, Booth JL, Shipley TF, Stepnowski W. Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal? Learning and Instruction. 49: 131-141. DOI: 10.1016/J.Learninstruc.2017.01.007  0.629
2016 Miller BW, Cromley JG, Newcombe NS. Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction Journal of Computer Assisted Learning. DOI: 10.1111/Jcal.12143  0.542
2016 Cromley JG, Wills TW. Flexible strategy use by students who learn much versus little from text: Transitions within think-aloud protocols Journal of Research in Reading. 39: 50-71. DOI: 10.1111/1467-9817.12026  0.538
2016 Corso HV, Cromley JG, Sperb T, Salles JF. Modeling the Relationship Among Reading Comprehension, Intelligence, Socioeconomic Status, and Neuropsychological Functions: The Mediating Role of Executive Functions Psychology and Neuroscience. DOI: 10.1037/Pne0000036  0.327
2016 CROMLEY JG, WEISBERG SM, DAI T, NEWCOMBE NS, SCHUNN CD, MASSEY C, MERLINO FJ. Improving Middle School Science Learning Using Diagrammatic Reasoning Science Education. 100: 1184-1213. DOI: 10.1002/Sce.21241  0.659
2015 Bergey BW, Cromley JG, Kirchgessner ML, Newcombe NS. Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes. The British Journal of Educational Psychology. 85: 59-74. PMID 25529502 DOI: 10.1111/Bjep.12062  0.752
2015 Cromley JG, Perez T, Kaplan A. Undergraduate STEM Achievement and Retention Policy Insights From the Behavioral and Brain Sciences. 3: 4-11. DOI: 10.1177/2372732215622648  0.452
2015 Bergey BW, Cromley JG, Newcombe NS. Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill International Journal of Science Education. 37: 2476-2502. DOI: 10.1080/09500693.2015.1082672  0.785
2015 Chang BL, Cromley JG, Tran N. Coordinating Multiple Representations in a Reform Calculus Textbook International Journal of Science and Mathematics Education. DOI: 10.1007/S10763-015-9652-3  0.432
2015 Kanno Y, Cromley JG. English language learners' pathways to four-year colleges Teachers College Record. 117.  0.341
2014 Perez T, Cromley JG, Kaplan A. The role of identity development, values, and costs in college STEM retention Journal of Educational Psychology. 106: 315-329. DOI: 10.1037/A0034027  0.456
2014 Dai T, Cromley JG. Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach Contemporary Educational Psychology. 39: 233-247. DOI: 10.1016/J.Cedpsych.2014.06.003  0.609
2014 Dai T, Cromley JG. The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry Contemporary Educational Psychology. 39: 262-274. DOI: 10.1016/J.Cedpsych.2014.06.002  0.676
2013 Cromley JG, Perez TC, Fitzhugh SL, Newcombe NS, Wills TW, Tanaka JC. Improving students diagram comprehension with classroom instruction Journal of Experimental Education. 81: 511-537. DOI: 10.1080/00220973.2012.745465  0.536
2013 Cromley JG, Bergey BW, Fitzhugh S, Newcombe N, Wills TW, Shipley TF, Tanaka JC. Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning Learning and Instruction. 26: 45-58. DOI: 10.1016/J.Learninstruc.2013.01.003  0.792
2013 Cromley JG, Perez T, Wills TW, Tanaka JC, Horvat EM, Agbenyega ETB. Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors Contemporary Educational Psychology. 38: 247-258. DOI: 10.1016/J.Cedpsych.2013.04.003  0.451
2013 Kanno Y, Cromley JG. English Language Learners' Access to and Attainment in Postsecondary Education Tesol Quarterly. 47: 89-121. DOI: 10.1002/Tesq.49  0.401
2012 Cromley JG, Byrnes JP. Instruction and cognition. Wiley Interdisciplinary Reviews. Cognitive Science. 3: 545-53. PMID 26302709 DOI: 10.1002/Wcs.1192  0.547
2012 Bernacki ML, Byrnes JP, Cromley JG. The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments Contemporary Educational Psychology. 37: 148-161. DOI: 10.1016/J.Cedpsych.2011.12.001  0.443
2011 Hindman AH, Cromley JG, Skibbe LE, Miller AL. Conventional and piecewise growth modeling techniques: applications and implications for investigating Head Start children's early literacy learning. Evaluation Review. 35: 204-39. PMID 21917710 DOI: 10.1177/0193841X11412068  0.323
2011 Cromley J, Azevedo R. Measuring strategy use in context with multiple-choice items Metacognition and Learning. 6: 155-177. DOI: 10.1007/S11409-011-9070-Z  0.684
2010 Cromley JG, Snyder-Hogan LE, Luciw-Dubas UA. Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension Journal of Educational Psychology. 102: 687-700. DOI: 10.1037/A0019452  0.471
2010 Cromley JG, Snyder-Hogan LE, Luciw-Dubas UA. Cognitive activities in complex science text and diagrams Contemporary Educational Psychology. 35: 59-74. DOI: 10.1016/J.Cedpsych.2009.10.002  0.45
2009 Cromley JG. Reading achievement and science proficiency: International comparisons from the programme on international student assessment Reading Psychology. 30: 89-118. DOI: 10.1080/02702710802274903  0.484
2009 Cromley JG, Azevedo R. Locating information within extended hypermedia Educational Technology Research and Development. 57: 287-313. DOI: 10.1007/S11423-008-9106-5  0.704
2008 Azevedo R, Moos DC, Greene JA, Winters FI, Cromley JG. Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development. 56: 45-72. DOI: 10.1007/S11423-007-9067-0  0.777
2007 Cromley JG, Azevedo R. Testing and refining the direct and inferential mediation model of reading comprehension Journal of Educational Psychology. 99: 311-325. DOI: 10.1037/0022-0663.99.2.311  0.717
2006 Cromley JG, Azevedo R. Self-report of reading comprehension strategies: What are we measuring? Metacognition and Learning. 1: 229-247. DOI: 10.1007/S11409-006-9002-5  0.701
2006 Azevedo R, Greene JA, Moos DC, Winters FI, Godbole-Chaudhuri P, Cromley JG. Is externally-regulated learning by a human tutor effective in facilitating learning with hypermedia? Icls 2006 - International Conference of the Learning Sciences, Proceedings. 1: 16-22.  0.442
2005 Cromley JG, Azevedo R. What do reading tutors do? A naturalistic study of more and less experienced tutors in reading Discourse Processes. 40: 83-113. DOI: 10.1207/S15326950Dp4002_1  0.69
2005 Azevedo R, Cromley JG, Winters FI, Moos DC, Greene JA. Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia Instructional Science. 33: 381-412. DOI: 10.1007/S11251-005-1273-8  0.772
2004 Azevedo R, Cromley JG. Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology. 96: 523-535. DOI: 10.1037/0022-0663.96.3.523  0.73
2004 Azevedo R, Cromley JG, Seibert D. Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology. 29: 344-370. DOI: 10.1016/J.Cedpsych.2003.09.002  0.756
1992 Cromley JG. Some lessons learned from using participatory methods in asbestos worker training. American Journal of Industrial Medicine. 22: 781-784. PMID 1442808 DOI: 10.1002/Ajim.4700220517  0.404
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