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D. Jake Follmer
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Year
Executive function and reading comprehension: A meta-analytic review
DJ Follmer
Educational Psychologist 53 (1), 42-60, 2018
3142018
The role of MTurk in education research: Advantages, issues, and future directions
DJ Follmer, RA Sperling, HK Suen
Educational Researcher 46 (6), 329-334, 2017
2332017
The mediating role of metacognition in the relationship between executive function and self‐regulated learning
DJ Follmer, RA Sperling
British Journal of Educational Psychology 86 (4), 559-575, 2016
1042016
Interactions between reader and text: Contributions of cognitive processes, strategy use, and text cohesion to comprehension of expository science text
DJ Follmer, RA Sperling
Learning and Individual Differences 67, 177-187, 2018
472018
Examining the role of self-regulated learning microanalysis in the assessment of learners’ regulation
DJ Follmer, RA Sperling
The Journal of Experimental Education 87 (2), 269-287, 2019
342019
Longitudinal relations between workplace mistreatment and engagement–The role of suicidal ideation among employees with mood disorders
KB Follmer, DJ Follmer
Organizational Behavior and Human Decision Processes 162, 206-217, 2021
332021
What predicts adult readers’ understanding of STEM texts?
DJ Follmer, SY Fang, RB Clariana, BJF Meyer, P Li
Reading and Writing 31, 185-214, 2018
312018
The Roles of Executive Functions in Learning from Multiple Representations and Perspectives
DJ Follmer, RA Sperling
Handbook of Learning from Multiple Representations and Perspectives 1, 297-313, 2020
27*2020
A latent variable analysis of the contribution of executive function to adult readers’ comprehension of science text: The roles of vocabulary ability and level of comprehension
DJ Follmer, RA Sperling
Reading and Writing 32 (2), 377-403, 2019
252019
Preliminary evaluation of a research experience for undergraduates (REU) program: A methodology for examining student outcomes
DJ Follmer, SE Zappe, EW Gomez, M Kumar
2015 ASEE Annual Conference & Exposition, 26.1243. 1-26.1243. 26, 2015
242015
Examining the correspondence between a direct and an indirect measure of executive functions: Implications for school-based assessment
J Follmer, CR Stefanou
222014
Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies
RA Sperling, CM Ramsay, PM Reeves, DJ Follmer, AS Richmond
Middle School Journal 47 (3), 25-32, 2016
172016
Speaking two “Languages” in America: A semantic space analysis of how presidential candidates and their supporters represent abstract political concepts differently
P Li, B Schloss, DJ Follmer
Behavior Research Methods 49 (5), 1668-1685, 2017
162017
A comparison of the types of problems encountered by entrepreneurial students and successful professional entrepreneurs
PM Reeves, SE Zappe, DJ Follmer
Entrepreneurship Education and Pedagogy 2 (3), 214-244, 2019
132019
Student outcomes from undergraduate research programs: comparing models of research experiences for undergraduates (REUs)
DJ Follmer, S Zappe, E Gomez, M Kumar
Scholarship and Practice of Undergraduate Research 1 (1), 20-27, 2017
132017
Examining student outcomes from a research experiences for undergraduates (REU) program: Year two results
DJ Follmer, SE Zappe, E Gomez, M Kumar
2016 ASEE Annual Conference & Exposition, 2016
112016
Predictors of adults’ metacognitive monitoring ability: The roles of task and item characteristics
DJ Follmer, R Clariana
The Journal of Experimental Education 90 (3), 570-592, 2022
82022
Comparisons of faculty and student definitions of entrepreneurship
PM Reeves, SE Zappe, EC Kisenwether, DJ Follmer, J Menold
2014 ASEE Annual Conference & Exposition, 24.301. 1-24.301. 18, 2014
82014
A mixed-method study of athletes’ experiences with mindfulness across stages of readiness
TO Minkler, S Zizzi, B Costalupes, DJ Follmer
Journal of Clinical Sport Psychology 1 (aop), 1-19, 2022
62022
Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts
DJ Follmer, J Tise
Reading and Writing 35 (7), 1731-1758, 2022
52022
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