Douglas F. Kauffman, Ph.D.

Affiliations: 
2001 The University of Nebraska - Lincoln, Lincoln, NE 
Area:
Educational Psychology Education, Technology of Education
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"Douglas Kauffman"

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Kenneth A. Kiewra grad student 2001 University of Nebraska - Lincoln
 (Self -regulated learning in Web -based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs.)
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Publications

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Yilmaz Soylu M, Zeleny MG, Zhao R, et al. (2017) Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement. Frontiers in Psychology. 8: 1406
Bruning R, Dempsey M, Kauffman DF, et al. (2013) Examining dimensions of self-efficacy for writing Journal of Educational Psychology. 105: 25-38
Jairam D, Kiewra KA, Kauffman DF, et al. (2012) How to study a matrix Contemporary Educational Psychology. 37: 128-135
Kauffman DF, Zhao R, Yang YS. (2011) Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning Contemporary Educational Psychology. 36: 313-322
Kauffman DF, Kiewra KA. (2010) What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization Instructional Science. 38: 679-705
Shell DF, Brooks DW, Trainin G, et al. (2010) The unified learning model: How motivational, cognitive, and neurobiological sciences inform best teaching practices The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices. 1-212
Kauffman DF, Ge X, Xie K, et al. (2008) Prompting in web-based environments: Supporting self-monitoring and problem solving skills in college students Journal of Educational Computing Research. 38: 115-137
Kauffman DF, Husman J. (2004) Effects of time perspective on student motivation: Introduction to a special issue Educational Psychology Review. 16: 1-7
Kauffman DF. (2004) Self-regulated learning in Web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs Journal of Educational Computing Research. 30: 139-161
Kiewra KA, Kauffman DF, Robinson DH, et al. (1999) Supplementing floundering text with adjunct displays Instructional Science. 27: 373-401
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