Matthew Bernacki

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Associate Professor

University of North Carolina at Chapel Hill

United States

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Recent Grants

Grant: Close

Transformative Undergraduate Self-regulated STEM Learning and Education Research

Open Date: 2019-09-01

Close Date: 2022-08-31

Grant: Close

Collaborative Research: Improving Undergraduate Student Success in Introductory STEM Courses Via Campus Data Systems and Targeted Support for Self-Regulated Learning

Open Date: 2018-10-01

Close Date: 2023-09-30

Grant: Close

Personalizing Mathematics to Maximize Relevance and Skill for Tomorrow's STEM Workforce

Open Date: 2018-08-01

Close Date: 2018-09-30

Grant: Close

Personalizing Mathematics to Maximize Relevance and Skill for Tomorrow's STEM Workforce

Open Date: 2018-07-01

Close Date: 2021-07-31

Grant: Close

Developing the Skill and Will to Succeed in STEM

Open Date: 2018-02-15

Close Date: 2023-01-31

Articles (13)

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2024

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2022

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2020

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UNITED STATES

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Helen Crompton

Professor

Old Dominion University

UNITED STATES

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Matthew Bernacki

Research Interests

Explore related searches

Contact this professor

Recent Grants

Articles (13)

Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review

Co‐designing enduring learning analytics prediction and support tools in undergraduate biology courses

Students’ active cognitive engagement with instructional videos predicts STEM learning

Leveraging complexity frameworks to refine theories of engagement: Advancing self‐regulated learning in the age of artificial intelligence

Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance

Making Mathematics Relevant: an Examination of Student Interest in Mathematics, Interest in STEM Careers, and Perceived Relevance

Examining the role of self-efficacy and online metacognitive monitoring behaviors in undergraduate life science education

Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence.

A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?

Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.

Psychological foundations of emerging technologies for teaching and learning in higher education

A latent profile analysis of undergraduates’ achievement motivations and metacognitive behaviors, and their relations to achievement in science.

Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?

Collaborators (6)

Kelly Hogan

Jenifer Utz

Ling Zhang

Jeffrey Greene

Candace Walkington

Helen Crompton

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