Roger Bruning

Biographic Data

ID5434736
NAMERoger Bruning
GIVEN NAMESRoger
FAMILY NAMEBruning
SIGNATUREBRUNING R
AFFILIATIONSUniversity of Nebraska–Lincoln
VERIFIEDNo
TOTAL WORKS6
TOTAL CITATIONS9
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1984
LATEST PUBLICATION YEAR2013
H-INDEX2

  • Examining dimensions of self-efficacy for writing.

    Roger Bruning, Michael Dempsey et al.ARTICLEJournal of Educational Psychology2013

    A multifactor perspective on writing self-efficacy was examined in 2 studies. Three factors were proposed—self-efficacy for writing ideation, writing conventions, and writing self-regulation—and a scale constructed to reflect these factors. In Study 1, middle school students (N = 697) completed the Self-Efficacy for Writing Scale (SEWS), along with associated measures. Confirmatory factor analysis (CFA) showed SEWS data fit the proposed 3-factor …

  • Individual Differences and Intervention Flaws

    Open AccessL Brent Igo, Kenneth A Kiewra et al.ARTICLEJournal of Mixed Methods Research2008Cited by: 2References: 2

    In this study, qualitative themes and quantitative findings from previous research were used to justify the exploration of four experimental, note-taking conditions and the impact of those conditions on student learning from Web-based text. However, puzzling results obtained from dependent measures of student learning were quite inconsistent with the previous research. With no adequate theoretical explanation for these results, a follow-up explan…

  • Developing Motivation to Write

    Roger Bruning, Christy HornARTICLEEducational Psychologist2000

    Two decades of cognitive research have shown writing to be a highly fluid process of problem solving requiring constant monitoring of progress toward task goals. Becoming an able writer brings great intellectual and social rewards, but the extended nature and difficulty of this process create unique motivational challenges. Speech development provides some models for development of writing motivation, but writing requires special attention to mot…

  • Developing Foreign Language Frameworks

    Open AccessRoger Bruning, Terri Flowerday et al.ARTICLEForeign Language Annals1999Cited by: 3References: 4

    In order for Standards‐based foreign language (FL) instructional methods to be successfully implemented, teachers need to be confident in using them in their classrooms and capable of explaining Standards‐based instruction to parents and community. The Nebraska Foreign Language Standards/Frameworks Project involved a substantial proportion of Nebraska's FL teachers in an intensive process of Standards development and dissemination, with more than…

  • Readers' Implicit Models of Reading

    Open AccessGregory Schraw, Roger BruningARTICLEReading Research Quarterly1996Cited by: 4References: 13

    S We examined the relationship between readers' implicit models of the reading process (i.e., tacit, systematic assumptions about the role of the reader) and reader engagement. A factor analysis of a self‐report inventory produced two factors. Factor 1 corresponded to a transmission model (i.e., beliefs that meaning is transmitted from the author and/or text). Factor 2 corresponded to a transactional model (i.e., beliefs that meaning is construct…

  • Concreteness, Imagery, Comprehensibility, and Complexity Ratings for Technical Vocabulary

    Open AccessCraig Johnson, Craig W Johnson et al.ARTICLEPsychological Reports1984

    Mean ratings and standard errors of ratings were obtained on four stimulus attributes of the meanings of 138 low-frequency relatively technical words. A group of 34 undergraduates rated the concreteness, imagery, comprehensibility, and complexity of the items. A second group of 22 undergraduates rated imagery, comprehensibility, and complexity. Within- and between-groups' measures of reliabilities exceeded .79. Test-retest reliabilities for a sub…