Jennifer G. Cromley

6.1k total citations · 2 hit papers
87 papers, 4.0k citations indexed

About

Jennifer G. Cromley is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Jennifer G. Cromley has authored 87 papers receiving a total of 4.0k indexed citations (citations by other indexed papers that have themselves been cited), including 54 papers in Developmental and Educational Psychology, 37 papers in Education and 25 papers in Experimental and Cognitive Psychology. Recurrent topics in Jennifer G. Cromley's work include Innovative Teaching and Learning Methods (35 papers), Educational Strategies and Epistemologies (29 papers) and Visual and Cognitive Learning Processes (17 papers). Jennifer G. Cromley is often cited by papers focused on Innovative Teaching and Learning Methods (35 papers), Educational Strategies and Epistemologies (29 papers) and Visual and Cognitive Learning Processes (17 papers). Jennifer G. Cromley collaborates with scholars based in United States, Canada and Brazil. Jennifer G. Cromley's co-authors include Roger Azevedo, Tony Perez, Avi Kaplan, Diane Seibert, Fielding I. Winters, Daniel C. Moos, Jeffrey A. Greene, Ulana A. Luciw-Dubas, Ting Dai and Yasuko Kanno and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Educational Researcher.

In The Last Decade

Jennifer G. Cromley

82 papers receiving 3.7k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

2004 564 citations Roger Azevedo, Jennifer G. Cromley profile →
The role of identity development, values, and costs in college STEM retention.

2013 430 citations Tony Perez, Jennifer G. Cromley et al. profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Jennifer G. Cromley United States	26	2.5k	2.0k	957	531	446	87	4.0k
Anastasia Efklides Greece	31	2.3k 0.9×	1.5k 0.7×	1.2k 1.2×	265 0.5×	920 2.1×	86	4.0k
Mary Ainley Australia	24	1.3k 0.5×	1.6k 0.8×	1.2k 1.3×	455 0.9×	960 2.2×	42	3.7k
Diane L. Schallert United States	36	2.4k 1.0×	2.1k 1.0×	1.3k 1.4×	162 0.3×	949 2.1×	118	5.6k
Sharon J. Derry United States	22	1.5k 0.6×	1.5k 0.7×	678 0.7×	329 0.6×	260 0.6×	74	3.1k
Wolfgang Schnotz Germany	31	2.0k 0.8×	1.9k 0.9×	2.2k 2.3×	210 0.4×	354 0.8×	104	4.1k
Krista R. Muis Canada	33	2.6k 1.1×	2.4k 1.2×	1.1k 1.1×	245 0.5×	631 1.4×	72	4.1k
Marcel V. J. Veenman Netherlands	29	3.5k 1.4×	2.6k 1.3×	656 0.7×	383 0.7×	375 0.8×	45	4.5k
Miriam Bassok United States	24	1.7k 0.7×	1.4k 0.7×	971 1.0×	222 0.4×	406 0.9×	46	3.6k
Elizabeth A. Davis United States	33	2.8k 1.1×	4.7k 2.3×	298 0.3×	500 0.9×	408 0.9×	85	5.9k
Lucia Masón Italy	40	2.9k 1.2×	2.8k 1.4×	1.1k 1.2×	139 0.3×	416 0.9×	124	4.7k

Countries citing papers authored by Jennifer G. Cromley

Since Specialization

Citations

This map shows the geographic impact of Jennifer G. Cromley's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Jennifer G. Cromley with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jennifer G. Cromley more than expected).

Fields of papers citing papers by Jennifer G. Cromley

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jennifer G. Cromley. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Jennifer G. Cromley. The network helps show where Jennifer G. Cromley may publish in the future.

Co-authorship network of co-authors of Jennifer G. Cromley

This figure shows the co-authorship network connecting the top 25 collaborators of Jennifer G. Cromley. A scholar is included among the top collaborators of Jennifer G. Cromley based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Jennifer G. Cromley. Jennifer G. Cromley is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Dai, Ting, et al.. (2025). Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach. Anatomical Sciences Education. 18(8). 825–837. 1 indexed citations

Jensen, Karin, et al.. (2024). Conducting the cognitive interview: Sharing experiences and insight from two think-aloud studies. Papers on Engineering Education Repository (American Society for Engineering Education). 2 indexed citations

Cromley, Jennifer G., et al.. (2024). RFE: Understanding graduate engineering student well-being for prediction of retention: Year 1. Papers on Engineering Education Repository (American Society for Engineering Education). 2 indexed citations

Cromley, Jennifer G., et al.. (2024). Three applications of semantic network analysis to individual student think-aloud data. Contemporary Educational Psychology. 79. 102318–102318. 2 indexed citations

Cromley, Jennifer G., et al.. (2024). Board 409: The Stressors for Doctoral Students Questionnaire: Year 2 of an RFE Project on Understanding Graduate Engineering Student Well-Being and Retention.

Cromley, Jennifer G., et al.. (2020). Metacognition in education: Translational research.. Translational Issues in Psychological Science. 6(1). 15–20. 18 indexed citations

Cromley, Jennifer G., et al.. (2019). What Cognitive Interviewing Reveals about a New Measure of Undergraduate Biology Reasoning. The Journal of Experimental Education. 89(1). 145–168. 2 indexed citations

Schunn, Christian D., et al.. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom?. Applied Cognitive Psychology. 32(2). 225–240. 5 indexed citations

Dai, Ting, et al.. (2018). Using Think-Alouds to Create a Better Measure of Biology Reasoning. 2 indexed citations

10.

Kaplan, Avi, et al.. (2017). The Multidimensionality and Content-Specificity of Perceived Relevance: Undergraduates' Relevance Constructions of Evolution and Organismic Diversity.. ODU Digital Commons (Old Dominion University). 1 indexed citations

11.

Miller, Brian, Jennifer G. Cromley, & Nora S. Newcombe. (2016). Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction. Journal of Computer Assisted Learning. 32(4). 374–390. 10 indexed citations

12.

Bergey, Bradley W., Jennifer G. Cromley, & Nora S. Newcombe. (2015). Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill. International Journal of Science Education. 37(15). 2476–2502. 23 indexed citations

13.

Dai, Ting, et al.. (2015). Cognitive Factors and Representation Strategies In Sketching Math Diagrams.. Cognitive Science. 1 indexed citations

14.

Cromley, Jennifer G., et al.. (2015). Coordinating Multiple Representations in a Reform Calculus Textbook.. Grantee Submission. 3 indexed citations

15.

Shipley, Thomas F., et al.. (2014). What Gaze Data Reveal About Coordinating Multiple Mathematical Representations. Cognitive Science. 36(36).

16.

Cromley, Jennifer G., et al.. (2013). Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors. Contemporary Educational Psychology. 38(3). 247–258. 24 indexed citations

17.

Azevedo, Roger, et al.. (2006). Is externally-regulated learning by a human tutor effective in facilitating learning with hypermedia?. 16–22. 1 indexed citations

18.

Cromley, Jennifer G.. (2005). What Do Reading Tutors Do? A Naturalistic Study of More and Less Experienced Tutors in Reading. Discourse Processes. 40(2). 83–113. 38 indexed citations

19.

Cromley, Jennifer G. & Robert J. Mislevy. (2004). Task Templates Based on Misconception Research. CSE Report 646.. 2 indexed citations

20.

Azevedo, Roger, et al.. (2002). Do different goal-setting conditions facilitate students' ability to regulate their learning of complex science topics with RiverWeb?. American Educational Research Association Annual Meeting. 2003(1). 6 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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