| College students’ time management: A self-regulated learning perspective CA Wolters, AC Brady Educational Psychology Review 33 (4), 1319-1351, 2021 | 299 | 2021 |
| Development and validation of the brief regulation of motivation scale Y Kim, AC Brady, CA Wolters Learning and Individual Differences 67, 259-265, 2018 | 94 | 2018 |
| Academic probation, time management, and time use in a college success course LC Hensley, CA Wolters, S Won, AC Brady Journal of College Reading and Learning 48 (2), 105-123, 2018 | 87 | 2018 |
| College students' regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes? Y Kim, AC Brady, CA Wolters Learning and Individual Differences 80, 101872, 2020 | 79 | 2020 |
| The what, why, and how of distractions from a self-regulated learning perspective AC Brady, Y Kim, J Cutshall Journal of college reading and learning 51 (2), 153-172, 2021 | 28 | 2021 |
| Supporting autonomy, competence, and relatedness in a learning-to-learn course: College students’ insights into effective instruction L Hensley, R Sayers, A Brady, J Cutshall Teaching of Psychology 48 (3), 236-247, 2021 | 26 | 2021 |
| How scientific is educational psychology research? The increasing trend of squeezing causality and recommendations from non-intervention studies AC Brady, MM Griffin, AR Lewis, CJ Fong, DH Robinson Educational Psychology Review 35 (1), 37, 2023 | 25 | 2023 |
| Managing student digital distraction in the college classroom: A self-determination theory perspective AE Flanigan, AC Brady, Y Dai, E Ray Educational Psychology Review 35 (2), 60, 2023 | 24 | 2023 |
| Supporting undergraduate biology students’ academic success: Comparing two workshop interventions L Hensley, A Kulesza, J Peri, AC Brady, CA Wolters, D Sovic, ... CBE—Life Sciences Education 20 (4), ar60, 2021 | 14 | 2021 |
| STEM bridge program: Underrepresented minority students’ perceptions of Louis Stokes Alliance for Minority Participation Program impact A Brady, D Gallant Journal of College Science Teaching 50 (6), 57-62, 2021 | 12 | 2021 |
| Should we “just stick to the facts”? The benefit of controversial conversations in classrooms E Kraatz, J von Spiegel, R Sayers, AC Brady Theory Into Practice 61 (3), 312-324, 2022 | 11 | 2022 |
| Individual and institutional productivity in educational psychology journals from 2015 to 2021 CJ Fong, AE Flanigan, E Hogan, AC Brady, MM Griffin, C Gonzales, ... Educational Psychology Review 34 (4), 2379-2403, 2022 | 6 | 2022 |
| Learning in the face of digital distractions: Empowering students to practice self-regulated learning AC Brady, Y Kim, J von Spiegel Digital distractions in the College Classroom, 120-142, 2022 | 6 | 2022 |
| Self-regulation of time: The importance of time estimation accuracy AC Brady, CA Wolters, SL Yu Frontiers in Psychology 13, 925812, 2022 | 5 | 2022 |
| Understanding the practical, contextual, and malleable nature of motivation–and why it matters LC Hensley, AC Brady, Y Kim, RC Sayers Teaching motivation for student engagement, 11-34, 2021 | 4 | 2021 |
| What makes a study strategy intervention impactful? An interview-based study AC Brady, LC Hensley, DM Sovic, AE Kulesza, CA Wolters, ... College Student Affairs Journal 40 (1), 17-31, 2022 | 2 | 2022 |
| Need satisfaction, motivation, and learning strategies in undergraduate kinesiology students J Langdon, A Brady, D Botnaru International Journal of Kinesiology in Higher Education 8 (3), 235-254, 2024 | 1 | 2024 |
| Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes AC Brady, CA Wolters, PA Pasque, SL Yu, TJ Lin Active Learning in Higher Education, 14697874241270490, 2024 | 1 | 2024 |
| The increasing trend of inferring causality from correlation in educational psychology journals AC Brady, MM Griffin, AR Lewis, CJ Fong, DH Robinson OSF, 2022 | 1 | 2022 |
| Structured or Unstructured Note Taking? Investigating the Impact of Guided Note Taking on Students’ Performance CJ Criss, AC Brady | 1 | 2022 |