Jennifer G. Cromley

TL;DR: In this article, the authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia and found that the SRL condition facilitated the shift in learners' mental models significantly more than did the control condition.

TL;DR: The direct and inferential mediation (DIME) model as mentioned in this paper is a model of reading comprehension that hypothesizes relationships among background knowledge, inferences, reading comprehension strategies, vocabulary, and word reading and addresses the direct and mediated effects of these predictors on comprehension.

TL;DR: The role of different scaffolding instructional interventions in facilitating students shift to more sophisticated mental models as indicated by both performance and process data is examined.

TL;DR: In this paper, the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models was examined by both performance and process data, and it was found that participants in the adaptive scaffolding condition regulated their learning by activating prior knowledge, monitoring their emerging understanding by using several strategies, and engaging in adaptive help seeking.

TL;DR: This paper investigated the role of college students' identity development and motivational beliefs in predicting chemistry achievement and intentions to leave science, technology, engineering, and math (STEM) majors and found that identity development that involved exploration was positively related to students' beliefs about their competence and value for the STEM major and negatively related to perceptions of effort cost (drawbacks associated with time and effort) for the major.