Jennifer G. Cromley, Ph.D.

Jennifer G. Cromley, Ph.D.
Assoc. Professor of Educational Psychology
Psychological, Organizational, & Leadership Studies

Ritter Annex 201 
1301 Cecil B. Moore Ave.
College of Education 
Philadelphia, PA 19122
phone/fax: (215) 204-8094 / (215) 204-6013

  • Ph.D. Human Development, University of Maryland College Park
  • B.A., Work Studies (Special Divisional Major), Yale University
Areas of Professional Interest
  • Reading comprehension
  • Adolescent literacy
  • Vocabulary
  • Self-regulated learning
  • Computers as MetaCognitive tools
  • Applied educational statistics and measurement
Recent Scholarship

Perez, T., Cromley, J. G., & Kaplan, A. (2013). The role of identity development, values, and costs in STEM retention. Manuscript accepted by Journal of Educational Psychology, July 11, 2013, doi: 10.1037/a0034027.

Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M., & Agbenyega, E. T.-B. (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. doi: 10.1016/j.cedpsych.2013.04.003.

Cromley, J. G., Perez, A. C, Fitzhugh, S., Newcombe, N., Wills, T. W., & Tanaka, J. C. (2013). Improving students’ diagrammatic reasoning: A classroom intervention study Journal of Experimental Education, 81(4), 511-537. doi: 10.1080/00220973.2012.745465

Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Newcombe, N., Wills, T. W., Shipley T. F., & Tanaka, J. C. (2013). Effectiveness of student-constructed diagrams and self-explanation instruction.  Learning and Instruction, 26(1), 45-58. doi: 10.1016/j.learninstruc.2013.01.003

Kanno, Y., & Cromley, J. G. (2013). English language learners’ access to and attainment in postsecondary education. TESOL Quarterly, 47(1), 89-121. doi: 10.1002/tesq.49

Cromley, J. G., & Byrnes, J. P. (2012). Instruction and Cognition. WIRES Cognitive Science, 3(5), 545–553. doi: 10.1002/wcs.1192

Bernacki, M., Byrnes, J. P., & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology, 37(2), 148–161. doi: 10.1016/j.cedpsych.2011.12.001

[Book review] Cromley, J. G. (2010). Review of Understanding Adult Functional Literacy: Connecting Text Features, Task Demands, and Respondent Skills. Adult Basic Education and Literacy Journal, 5(3), 200-201.

Hindman, A., Cromley, J. G., Skibbe, L. E., & Miller, A. L. (2011). Conventional and piecewise growth modeling techniques: Applications and implications for investigating head start children’s early literacy learning. Evaluation Review,35(3), 204-239. doi: 10.1177/0193841X11412068

Cromley, J. G., & Azevedo, R. (2011). Measuring strategy use in context with multiple-choice items. Metacognition and Learning, 6(2), 155-177. doi: 10.1007/s11409-011-9070-z