Roger Bruning
University of Nebraska–Lincoln
RecallSelf-efficacyWeb applicationHigher educationEducational psychologyDevelopmental psychologyMathematics educationPsychologyEducational technologyCognitionCognitive psychologyPedagogyTest (assessment)Reading comprehensionTeacher educationComputer scienceComprehensionCritical thinkingReading (process)Social psychologyTeaching method
82Publications
23H-index
2,519Citations
Publications 82
Newest
#2Mary G. Zeleny (NU: University of Nebraska–Lincoln)H-Index: 1
Last. Douglas F. Kauffman (BU: Boston University)H-Index: 11
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The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students’ writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance a...
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#2Mary G. ZelenyH-Index: 1
Last. Douglas F. KauffmanH-Index: 2
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#1Meryem Yilmaz Soylu (Melikşah University)H-Index: 7
#2Roger Bruning (NU: University of Nebraska–Lincoln)H-Index: 23
This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne’s model of self-regulation (Winne, 2001) guided the study. Main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while...
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#1Duane F. ShellH-Index: 23
#2Carolyn C. MurphyH-Index: 1
Last. Roger BruningH-Index: 23
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#1Minjung Song (Troy University)H-Index: 1
#2Roger Bruning (NU: University of Nebraska–Lincoln)H-Index: 23
This study was designed to explore the effects of different geographical background contexts and signalling for information about global warming on comprehension, recall and cognitive load. Two different geographical contexts, US and Korean, were employed to frame explanations of global warming phenomena to US students. Two signalling conditions were also adopted in which passages about global warming were either signalled or nonsignalled. Comparisons within the experimental framework of the stu...
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#1John L. Nietfeld (NCSU: North Carolina State University)H-Index: 18
#2Roger Bruning (NU: University of Nebraska–Lincoln)H-Index: 23
Last. Daniell DiFrancesca (NCSU: North Carolina State University)H-Index: 7
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Abstract This study, which reports on previously unpublished data gathered in connection with a summer literacy-science program, Summer Explorers ( Bruning & Schweiger, 1997 ), examined the role and timing of observation on informational text recall by elementary school students. Students ( N = 206) in Grades 3–5 observed and read about the Madagascar Giant Hissing Cockroach (MHC). Three conditions were employed: (1) students first observing live MHCs, then reading facts about them; (2) students...
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#4Benjamin L. Champion (KSU: Kansas State University)H-Index: 1
#8Natalie Umphlett (NU: University of Nebraska–Lincoln)H-Index: 2
Despite its increasing importance for sustainability, building widespread competency in the basic principles of climate literacy among the United States general public is a great challenge. This article describes the methods and results of a public engagement approach to planning climate change education in the Central Great Plains of the United States. Our approach incorporated contextual and lay expertise approaches to public engagement with a focus on supporting the self-determination of the ...
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#1Mary Jane WhiteH-Index: 14
#2Roger BruningH-Index: 23
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#2Christy HornH-Index: 9
Last. Deborah CarlsonH-Index: 2
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#1Roger BruningH-Index: 23
#2Michael S. DempseyH-Index: 5
Last. Sharon ZumbrunnH-Index: 10
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