Publications

 Below are some examples of recent published work by Lab members, listed in reverse chronological order. For a full account of Dr. Bernacki’s work, you can visit Google Scholar.

Journal Articles

Bernacki, M., Nokes-Malach, T., Richey, J. E., & Belenky, D. M. (2016). Science diaries: a brief writing intervention to improve motivation to learn science. Educational Psychology.doi: 10.1080/01443410.2014.895293  PDF

Winkelmes, M.A., Bernacki, M. L., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success, Peer Review 18 (1/2), LINK

Walkington, C. & Bernacki, M.L. (2015). Students Authoring Personalized “Algebra Stories”: Problem-Posing in the Context of Out-of-School Interests” Journal of Mathematical Behavior, 40 (B), 171-191.  doi: 10.1016/j.jmathb.2015.08.001 PDF

Bernacki, M. L., Aleven, V. & Nokes-Malach, T. J. (2015)An Examination of Self-Efficacy During a Learning Episode: Initial Levels, Changes and Associations with Learning. Metacognition & Learning, 10(1) 99-117. doi: 10.1007/s11409-014-9127-x. PDF

Ben-Eliyahu, A. & Bernacki, M. L., (2015).  Context, Contingency, and Dynamic Relations in Self-Regulated Learning. Metacognition & Learning, 10(1) 1-13. doi:10.1007/s11409-015-9134-6 PDF

Bernacki, M. L., Aleven, V., & Nokes-Malach, T. J. (2014). Stability and change in adolescents’ task-specific achievement goals and implications for learning mathematics with intelligent tutors. Computers in Human Behavior, 37, 73-80. PDF

Bernacki, M. L., Byrnes, J. P. & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2011.12.001. PDF

Stull, J., Majerich, D., Bernacki, M., Varnum, S., & Ducette, J. (2011). The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement. Educational Research and Evaluation, 253-262. PDF

Stull, J.C., Varnum, S.J., Ducette, J. Schiller, J. & Bernacki, M.L. (2011). The many faces of formative assessment. International Journal of Teaching and Learning in Higher Education, 23 (1) 30-39. PDF

Book Chapters

Schraw, G. & Bernacki, M.L. (2016). Teaching Introductory Statistics: Challenges and Strategies. In M. C. Smith & N. DeFrates-Densch (eds). Challenges and Innovations in Educational Psychology Teaching and Learning. Charlotte, NC: InfoAge. PDF

Walkington, C. & Bernacki, M. L. (2014). Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues. In S. Karabenick & ‎T. Urdan (eds). Advances in Motivation and Achievement (Vol. 18). (pp. 139-176) Bingley, UK: Emerald Outstanding Author Contribution, 2015 Emerald Literati Network. PDF

Bernacki, M. L., Nokes-Malach, T. J. & Aleven, V. (2013). Fine-grained assessment of motivation over long periods of learning with an intelligent tutoring system: methodology, advantages, and preliminary results. In R. Azevedo, & V. Aleven (Eds.) International Handbook of Metacognition and Learning Technologies. Springer. PDF

Byrnes, J. P. & Bernacki, M. L. (in press). Cognitive development and information behavior. In J. Beheshti & A. Large (Eds.), Children’s information behavior in the digital age. Lantham, MD: Scarecrow Press. PDF

Bernacki, M.L. Aguilar, A. & Byrnes, J. (2010). Self-regulated learning and technology-enhanced learning environments: an opportunity propensity analysis. In G. Dettori and D. Persico (eds.) Fostering self-regulated learning in ICTs. IGI Global Publishers. PDF

Conference Presentations

Bernacki, M.L., Johnson, Whitaker-Freitas, L. (September, 2016) From IT troubleshooting & service monitoring to predicting student achievement: an operations research love story.  Paper presented at the .conf 2016: Annual Splunk, Orlando, FL. Slides Recording

Dominguez, M., Bernacki, M. L., & Uesbeck, P. M. (July, 2016).Using Learning Management System Data to Predict STEM Achievement: Implications for Early Warning Systems. Paper presented at the Educational Data Mining Conference, Raleigh, NC.

Bernacki, M.L., (June, 2016). Scalable, web-delivered supports to help students “Learn to Learn”. To be presented at CIRCL Cyberlearning Annual Conference. Arlington, Virginia.

Bernacki, M.L., (June, 2016). Predicting undergraduate STEM achievement using only early learning behavior. To be presented at CIRCL Cyberlearning Annual Conference. Arlington, Virginia.

Walkington, C. & Bernacki, M. L. (April, 2016). Exploring the “Algebra Stories” Students Tell: Evaluating Personalized Problem-Posing. To be presented at the 2016 Annual Meeting of the American Educational Research Association, Washington DC.

Bernacki, M.L., Vosicka, L. & Utz, J. (April, 2016). Can Brief, Web-delivered Training Help STEM Undergraduates “Learn to Learn” and Improve their Achievement? Paper to be presented to American Educational Research Association 2016 Annual Meeting.

Bernacki, M.L. (April, 2016). Self-Regulated Learning Analytics: Aligning Data and Their Treatment to the Assumptions of Theory. Paper to be presented to American Educational Research Association 2016 Annual Meeting.

Part, R., Bernacki, M.L., Nokes-Malach, T.J. & Aleven, V. (April, 2016). Motivation Under the Microscope: A Microgenetic Examination of Motivation to Learn Mathematics. Paper to be presented to American Educational Research Association 2016 Annual Meeting.

Walkington, C. & Bernacki, M.L. (April, 2015).  The Effects of Personalization of Algebra Instruction to Students’ Interests on Learning, Behavior, and Interest in Mathematics. Paper presented at the 2015 Annual Meeting of the American Educational Research Association. Chicago, IL.

Fancsali, S., Bernacki, M.L.,  Nokes-Malach, T. J., Yudelson, M. & Ritter, S. (July, 2014). Goal Orientation, Self-Efficacy, and  “Online Measures” in Intelligent Tutoring Systems. Paper presented at the Annual Meeting of the Cognitive Science Society, Quebec City, Quebec.

Richey, J.E., Bernacki, M.L., Belenky, D. M. & Nokes-Malach, T. J. (July, 2014). Predicting Performance with a Task-Based Behavioral Measure of Achievement Goals. Paper presented at the Annual Meeting of the Cognitive Science Society, Quebec City, Quebec.

Bernacki, M. L., & Walkington, C. (July, 2014). The Impact of a Personalization Intervention for Mathematics on Learning and Non-Cognitive Factors. Paper submitted to the Non-Cognitive Factors & Personalization for Adaptive Learning Workshop at the 7th International Conference of Educational Data Mining, London.

Bernacki, M. L., Nokes-Malach, T. J., Aleven, V. & Glick, J. (April, 2014). Intelligent tutoring systems promote achievement in middle school mathematics, especially for students with low interest. Paper presented at the Annual meeting of the American Educational Research Association, Philadelphia, PA.

Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (April, 2014). An examination of self-efficacy during a learning episode: initial levels, changes and associations with learning. Paper presented at the Annual meeting of the American Educational Research Association, Philadelphia, PA.

Bernacki, M. L., Nokes-Malach, T. J., Richey, J.E., & Belenky, D.M. (November, 2012). Science diaries: a brief writing intervention to improve motivation to learn science. National Science Foundation Site Visit (Award #0836012). Arlington, VA.

Ben-Eliyahu, A. & Bernacki, M. L. (April, 2012). Integrating different approaches to investigating self-regulated learning. Symposium presented at the Annual meeting of the American Educational Research Association, Vancouver, BC, Canada.

Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (April, 2012). Investigating stability and change in unit-level achievement goals and their effects on math learning with intelligent tutors. Paper presented at the Annual meeting of the American Educational Research Association, Vancouver, BC, Canada.

Richey, J. E., Bernacki, M. L., Belenky, D. M., & Nokes-Malach, T. J. (April, 2012). Predicting performance with a task-based behavioral measure of achievement goals. Paper presented at the Annual meeting of the American Educational Research Association, Vancouver, BC, Canada.