Research
Exploring students' motivation & self-regulated learning
Designing & evaluating interventions
Peer-Reviewed Publications
Brady, A. C., Hensley, L. C., Sovic, D., Kulesza, A., Wolters, C. A., & Breitenberger, C. (In Press). What makes a study strategy intervention impactful? An interview-based study. College Student Affairs Journal.
Hensley, L. C., Kulesza, A., Peri, J., Brady, A. C., Wolters, C. A., Sovic, D., & Breitenberger, C. (2021). Supporting Undergraduate Biology Students’ Academic Success:
Comparing Two Workshop Interventions. CBE – Life Sciences Education, 20(4).
https://doi.org/10.1187/cbe.21-03-0068
Brady, A. C., & Gallant, D. J. (2021). STEM Bridge Program: Underrepresented Minority Students’ Perceptions of LSAMP Program Impact. Journal of College Science Teaching.
Brady, A. C., Kim, Y., & Cutshall, J. (2020). The what, why, and how of distractions from a self-regulated learning perspective. Journal of College Reading and Learning. https://doi.org/10.1080/10790195.2020.1867671
Wolters, C. A., & Brady, A. C. (2020). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 1-33. https://doi.org/10.1007/s10648-020-09519-z
Hensley, L. C., Sayers, R., Brady, A. C., & Cutshall, J. (2020). College student insights into how instructors support autonomy, competence, and relatedness in learning-to-learn courses. Teaching of Psychology. https://doi.org/10.1177/0098628320977270
Kim, Y., Brady, A. C., & Wolters, C. A. (2020). College students’ regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes? Learning and Individual Differences., 80, 1-8. https://doi.org/10.1016/j.lindif.2020.101872
Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of the brief regulation of motivation scale. Learning and Individual Differences, 67, 259-265. https://doi.org/10.1016/j.lindif.2017.12.010
Hensley, H. C., Won, S. Wolters, C. A., & Brady, A. C. (2018). Understanding students’ time management within the context of a college-success course. Journal of College Reading and Learning, 48, 105-123. https://doi.org/10.1080/10790195.2017.1411214
Chapters & White Pages
Hensley, L., Brady, A. C., Kim, Y., & Sayers, R. (In press). Understanding the practical, malleable, and contextual nature of motivation—and why it matters. In Meyer, D. K., Emery, A. (Eds.), Teaching Motivation for Student Engagement. Charlotte, NC: Information Age Publishing.
Wolters, C. A. & Brady, A. C. (2018). Grit. In The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: SAGE Publishing.
*Aras, A., Ayoub, S. S., Bhaktha, N., Brady, A. C., Bussell, K., ...& Zhao, K. (2017). Educational Inequality in Ohio, 2016-17 (Research Methodology Center White Paper No. 1). Retrieved from https://rmc.ehe.osu.edu/files/2015/10/EHE-RMC-White-Paper-001_Educational-inequality-in-Ohio_March17.pdf.
*authors listed in alphabetical order.
Peer-reviewed presentations
Hensley, L. C., Kulesza, A., Perri, J., Brady, A. C., Wolters, C. A., Sovic, D., & Breitenberger, C. Is Metacognition Enough? Comparing Two Workshop Interventions in College Biology. Symposium to be presented at The annual meeting of the American Educational Research Association to AERA 2022.
Brady, A. C., Hensley, L. C., Sovic, D., Kulesza, A., Wolters, C. A., & Breitenberger, C. (2021, April). Understanding the underlying processes for college students’ changes following metacognition and time management workshops. Paper presented virtually at the annual meeting of the American Educational Research Association.
Kulesza, A. E., Sovic, D. M., Brady, A. C., & Hensley, L. C. (2020, July). Metacognition and time-management workshops in introductory biology serve as a wake-up call for college students. Poster presented virtually at Society for the Advancement of Biology Education Research.
Brady, A. C. & Gallant, D. J. (2020, April). Understanding the impact of a college STEM bridge program for underrepresented minority students. Roundtable accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. (Conference cancelled due to Covid-19)
Iaconelli, R., Brady, A. C., & Wolters, C. A. (2020, April). Validating the Self-Efficacy for Self-Regulated Learning scale for use with college students. Poster accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. (Conference cancelled due to Covid-19)
Brady. A. C., Wolters, C. A., & Yu, S. L. (2019, April). Self-regulation of time: The importance of time estimation accuracy. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Wolters, C. A., & Brady, A. C. (Co-Chairs) Advances in self-regulated learning: Considering personal epistemology, metamotivational monitoring, intentional conceptual change and time management. Symposium presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Wolters, C. A. & Brady, A. C. (2019, April). Evaluating time management as a core process of college students’ self-regulated learning. Symposium presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Kim, Y., Brady, A. C., & Wolters, C. A. (2019, April). An evaluation of the distinction between the four areas of self-regulated learning. Paper presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Hensley, L. C., Sayers, R., Brady, A. C., & Cutshall, J. (2019, April). Supporting college students’ autonomy, competence, and relatedness: Insights from evaluating a learning-to-learn course. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Baker, A. R. & Brady, A. C. (2018, August). Individual and contextual differences in dissonance negotiation among service-learning participants. Paper presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Brady, A. C., Wolters, C. A., Hensley, L. C., von Spiegel, J, & Cutshall, J. (2018, April). Evaluating the impact of self-regulated learning programming for students on academic probation. Symposium presented at the annual meeting of the American Educational Research Association, New York, NY.
Brady, A. C., Kim, Y., Cutshall, J. (2017, April). College students’ distractions and strategies from a self-regulated learning perspective: A qualitative analysis. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Kim, Y., Brady, A. C., & Wolters, C. A. (2017, April). Development and validation of a brief scale for motivational regulation. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Wolters, C. A., Brady, A. C., & Won, S. (2016, May). Motivational regulation: Theoretical and empirical links with college students’ self-efficacy and achievement goals. Paper presented at the annual Association for Psychological Science Convention, Chicago, IL.
Wolters, C. A., Won, S., Hensley, L. C., & Brady, A. C. (2016, April). What is true about grit: Relations with self-regulation and motivation, and new innovative interventions. Symposium presented at the annual meeting of the American Educational Research Association, Washington, D.C.