Berro, M. A., Ott, L., Garland, A., Evans, M., Hogan, K. A., Plumley, R. D., … Greene, J. A. (2026). Design matters: Students’ adherence to high-structure course design activities predicts their academic success. Journal of Educational Psychology, 118(2), 275–297. https://doi.org/10.1037/edu0000970

Berro, Michael A., Laura Ott, Alaina Garland, Mara Evans, Kelly A. Hogan, Robert D. Plumley, Shelbi L. Kuhlmann, Linyu Yu, Matthew L. Bernacki, and Jeffrey A. Greene. “Design matters: Students’ adherence to high-structure course design activities predicts their academic success.” Journal of Educational Psychology 118, no. 2 (February 2026): 275–97. https://doi.org/10.1037/edu0000970.

Berro MA, Ott L, Garland A, Evans M, Hogan KA, Plumley RD, et al. Design matters: Students’ adherence to high-structure course design activities predicts their academic success. Journal of Educational Psychology. 2026 Feb;118(2):275–97.

Berro, Michael A., et al. “Design matters: Students’ adherence to high-structure course design activities predicts their academic success.” Journal of Educational Psychology, vol. 118, no. 2, American Psychological Association (APA), Feb. 2026, pp. 275–97. Crossref, doi:10.1037/edu0000970.

Berro MA, Ott L, Garland A, Evans M, Hogan KA, Plumley RD, Kuhlmann SL, Yu L, Bernacki ML, Greene JA. Design matters: Students’ adherence to high-structure course design activities predicts their academic success. Journal of Educational Psychology. American Psychological Association (APA); 2026 Feb;118(2):275–297.