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Anthony R. Artino
Anthony R. Artino
Professor, The George Washington University School of Medicine & Health Sciences
Verified email at gwu.edu
Title
Cited by
Cited by
Year
Analyzing and interpreting data from Likert-type scales
GM Sullivan, AR Artino Jr
Journal of graduate medical education 5 (4), 541-542, 2013
36212013
Motivation to learn: an overview of contemporary theories
DA Cook, AR Artino Jr
Medical education 50 (10), 997-1014, 2016
14202016
Developing questionnaires for educational research: AMEE Guide No. 87
AR Artino Jr, JS La Rochelle, KJ Dezee, H Gehlbach
Medical teacher 36 (6), 463-474, 2014
13072014
Academic self-efficacy: from educational theory to instructional practice
AR Artino
Perspectives on medical education 1, 76-85, 2012
9942012
The positivism paradigm of research
YS Park, L Konge, AR Artino Jr
Academic medicine 95 (5), 690-694, 2020
9662020
Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online
AR Artino Jr, JM Stephens
The Internet and Higher Education 12 (3-4), 146-151, 2009
5782009
What do our respondents think we're asking? Using cognitive interviewing to improve medical education surveys
GB Willis, AR Artino Jr
Journal of graduate medical education 5 (3), 353-356, 2013
5442013
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning
AR Artino Jr, KD Jones II
The internet and higher education 15 (3), 170-175, 2012
5092012
Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training
AR Artino
Journal of computer assisted learning 24 (3), 260-270, 2008
5072008
Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52
SJ Durning, AR Artino
Medical teacher 33 (3), 188-199, 2011
4542011
Second‐year medical students’ motivational beliefs, emotions, and achievement
AR Artino, JS La Rochelle, SJ Durning
Medical education 44 (12), 1203-1212, 2010
3802010
Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors
AR Artino
TechTrends 52 (3), 37-45, 2008
2862008
Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format
AR Artino Jr
The Internet and Higher Education 13 (4), 272-276, 2010
2792010
Cognitive load theory and the role of learner experience: An abbreviated review for educational practitioners
R Anthony Jr
AACE Review (Formerly AACE Journal) 16 (4), 425-439, 2008
2692008
You can't fix by analysis what you've spoiled by design: developing survey instruments and collecting validity evidence
G Rickards, C Magee, AR Artino Jr
Journal of graduate medical education 4 (4), 407-410, 2012
2422012
Context and clinical reasoning: understanding the perspective of the expert’s voice
S Durning, AR Artino Jr, L Pangaro, CPM van der Vleuten, L Schuwirth
Medical education 45 (9), 927-938, 2011
2362011
Online military training: Using a social cognitive view of motivation and self-regulation to understand students' satisfaction, perceived learning, and choice
AR Artino Jr
Quarterly Review of Distance Education 8 (3), 191, 2007
2242007
Development and initial validation of the online learning value and self-efficacy scale
AR Artino Jr, DB McCoach
Journal of Educational Computing Research 38 (3), 279-303, 2008
2122008
Clinical reasoning assessment methods: a scoping review and practical guidance
M Daniel, J Rencic, SJ Durning, E Holmboe, SA Santen, V Lang, ...
Academic Medicine 94 (6), 902-912, 2019
2102019
Review of the Motivated Strategies for Learning Questionnaire.
AR Artino Jr
Online Submission, 2005
2052005
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