Anna C Brady

Assistant Professor

Georgia Southern University

United States

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About

Anna C Brady is an Assistant Professor at Georgia Southern University in the United States. Her research interests encompass time management, self-regulated learning, and the impact of digital distractions on student engagement and performance. She has published extensively on topics such as motivation in educational settings and the influence of intelligent agents in online classrooms.

Articles (14)

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2025

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2024

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2024

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2022

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2022

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2021

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2021

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2020

Collaborators (9)

Daniel Robinson

Professor

The University of Texas at Arlington

UNITED STATES

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Penny Pasque

Professor and Director

Ohio State University

UNITED STATES

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Yeo-eun Kim

Assistant Professor

Florida State University

UNITED STATES

Ohio State University

UNITED STATES

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Anna C Brady

Research Interests

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About

Articles (14)

Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go

Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes

Understanding the Influence of Intelligent Agents on Students’ Sense of Classroom Belonging, Engagement, and Academic Performance in Online Classes

Need Satisfaction, Motivation, and Learning Strategies in Undergraduate Kinesiology Students

Managing Student Digital Distraction in the College Classroom: a Self-Determination Theory Perspective

How Scientific Is Educational Psychology Research? The Increasing Trend of Squeezing Causality and Recommendations from Non-intervention Studies

Individual and Institutional Productivity in Educational Psychology Journals from 2015 to 2021

Self-regulation of time: The importance of time estimation accuracy

Should we “just stick to the facts”? The benefit of controversial conversations in classrooms

What Makes a Study Strategy Intervention Impactful? An Interview-Based Study

Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions

Supporting Autonomy, Competence, and Relatedness in a Learning-to-Learn Course: College Students’ Insights Into Effective Instruction

The What, Why, and How of Distractions from a Self-Regulated Learning Perspective

College Students’ Time Management: a Self-Regulated Learning Perspective

Collaborators (9)

Daniel Robinson

Penny Pasque

Yeo-eun Kim

Elizabeth Kraatz

Christopher Wolters

Shirley L. Yu

Jody Langdon

Carlton Fong

Lauren Hensley

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