| Performance in e‐learning: online participation and student grades J Davies, M Graff British Journal of Educational Technology 36 (4), 657-663, 2005 | 978 | 2005 |
| Cognitive style and attitudes towards using online learning and assessment methods M Graff Electronic Journal of e-learning 1 (1), pp21‑28-pp21‑28, 2003 | 239 | 2003 |
| Learning from web‐based instructional systems and cognitive style M Graff British Journal of Educational Technology 34 (4), 407-418, 2003 | 212 | 2003 |
| Individual differences in sense of classroom community in a blended learning environment M Graff Journal of Educational Media 28 (2-3), 203-210, 2003 | 125 | 2003 |
| Individual differences in hypertext browsing strategies M Graff Behaviour & Information Technology 24 (2), 93-99, 2005 | 115 | 2005 |
| Cognitive style and cross cultural differences in internet use and computer attitudes M Graff, J Davies, M McNorton European Journal of Open, Distance and E-Learning 7 (2), 2004 | 101 | 2004 |
| The importance of online community in student academic performance M Graff Electronic Journal of e-learning 4 (2), pp127‑132-pp127‑132, 2006 | 60 | 2006 |
| Wholist–analytic cognitive style: A matter of reflection J Davies, M Graff Personality and individual differences 41 (6), 989-997, 2006 | 45 | 2006 |
| Assessing learning from hypertext: an individual differences perspective M Graff Journal of Interactive Learning Research 14 (4), 425-438, 2003 | 44 | 2003 |
| The affective dimensions of mathematical difficulties in schoolchildren M Lebens, M Graff, P Mayer Education Research International 2011 (1), 487072, 2011 | 42 | 2011 |
| Differences in concept mapping, hypertext architecture, and the analyst–intuition dimension of cognitive style M Graff Educational Psychology 25 (4), 409-422, 2005 | 42 | 2005 |
| Constructing and maintaining an effective hypertext‐based learning environment: Web‐based learning and cognitive style M Graff Education+ Training 48 (2/3), 143-155, 2006 | 41 | 2006 |
| How can you persuade me online? The impact of goal-driven motivations on attention to online information S Taylor, M Graff, R Taylor Computers in Human Behavior 105, 106210, 2020 | 27 | 2020 |
| A revised computer attitude scale for secondary students. N Smalley, M Graff, D Saunders Educational and Child Psychology 18 (3), 47-57, 2001 | 26 | 2001 |
| Can time spent on social media affect thin-ideal internalisation, objectified body consciousness and exercise motivation in women M Graff, O Czarnomska Psychreg Journal of Psychology 3 (3), 28-39, 2019 | 21 | 2019 |
| Evaluating a web based intelligent tutoring system for mathematics at German lower secondary schools M Graff, P Mayer, M Lebens Education and Information Technologies 13, 221-230, 2008 | 21 | 2008 |
| Revealing all: misleading self-disclosure rates in laboratory-based online research DE Callaghan, MG Graff, J Davies Cyberpsychology, Behavior, and Social Networking 16 (9), 690-694, 2013 | 18 | 2013 |
| The intermediate style position M Graff International perspectives on individual differences 1, 65-78, 2000 | 16 | 2000 |
| Learning from hypertext and the analyst-intuition dimension of cognitive style M Graff E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare …, 2002 | 12 | 2002 |
| Guest Editorial: Exploring Style: Enhancing the capacity to learn? C Evans, M Graff Education and Training 50 (2), 93-102, 2008 | 8 | 2008 |
