Taylor, S. Taylor, R. & Graff M. G. (accepted for publication) 'How can you persuade me online? The impact of goal-driven motivations on attention to online information' Computers in Human Behaviour.
Graff, M. G. & Czarnomska, O. (2019) 'Can Time Spent on Social Media Affect Thin-Ideal Internalisation, Objectified Body Consciousness and Exercise Motivation in Women?' Psychreg Journal of Psychology.
Graff, M.G. (2017) ‘Tinder and location based dating’ In Hughes K. A. (ed) Romantic relationships: Perceptions, social influences and gender differences, 17-32. Nova Science, Hauppauge, NY.
Graff, M. G. (2016) ‘Individual differences in modality of instruction’ In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. Chesapeake, VA: AACE.
Chasouris, A., Mayer, P., Stuart-Hamilton, I., Graff, M., G. & Workman, L. (2014) ‘Abnormalities in pattern of lateralization in relation to visuospatial short-term memory in children with Williams syndrome’ Child Development Research.
Callaghan, D.E., Graff, M., G., & Davies, J. (2013) ‘Revealing all: Misleading self-disclosure rates in laboratory based on-line research’ Cyberpsychology, Behavior, and Social Networking, 16 (9), 690-694.
Lebens, M., Graff, M.G., & Mayer, P. (2011) ‘The affective dimensions of mathematical difficulties in schoolchildren’ Educational Research International. 20, 1-13.
Graff, M. G. (2009) ‘Can cognitive style predict how individuals use web-based learning environments?’ In Mourlas, C., Tsianos, N. and Germanakos P (eds) Cognitive and Emotional Processes in Web-based Education: Integrating Human Factors and Personalization, 46-57. IGI Global, Hershey, PA.
Lebens, M., Graff, M.G., & Mayer, P. (2009) ‘Access, attitudes and the digital divide: children’s attitudes towards computers in a technology – rich environment’ Educational Media International. 46 (3), 255-266.
Graff, M. G., Mayer, P., & Lebens, M. (2008) ‘Evaluation of a web – based intelligent tutoring system for German lower secondary schools’ Education and Information technologies, 13 (3), 221 – 230.
Graff, M. G. Howard, J. L. & Evans, C. (Eds) (2008) ‘Cognitive learning style’ The Psychology of Education Review. British Psychological Society, 32, (1).
Evans, C. & Graff, M. G. (Eds) (2008) 'Exploring style: enhancing the capacity to learn?' Education and Training, Emerald, 50 (2).
Graff, M. G. (2008) ‘The analytic-intuition dimension of cognitive style and web-based learning’ Proceedings of the 3rd International Conference on E-Learning. University of Cape Town, South Africa.167-172.
Graff, M. G. (2008) ‘The effect of learning environment satisfaction on classroom community in a blended learning course’ In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. 3725-3732. Chesapeake, VA: AACE.
Graff, M. G. (2007) ‘The rise of the Cybercheat’ The Psychologist, 20, (11), 678-679.
Graff, M. G. & Lebens M. (2007) ‘Web-based direct instruction in mathematics for low achievers’ Proceedings of the 6th IASTED Conference. Chamonix, France. 98-103.
Graff M. G. (2006) ‘The importance of online community in student academic performance’ The Electronic Journal of e-Learning, 4 (2), 127-132.
Davies, J. & Graff, M.G. (2006) ‘The wholist-analytic cognitive style: A matter of reflection' Personality and Individual Differences, 41 (6), 989-997.
Graff, M. G. (2006) ‘Constructing and maintaining an effective hypertext-based learning environment: Web-based learning and cognitive style' Education and Training, 48 (2&3), 143-155.
Graff, M. G. (2005) 'Information recall, concept mapping, hypertext usability and the analyst-intuitive dimension of cognitive style' Educational Psychology, 25 (4), 409-422.
Graff, M. G. & Davies, J. (2005) ‘Cognitive style, approaches to e-learning and e-learning satisfaction’ Psychology of Education Review, 29 (1), 27-33.
Davies, J. & Graff, M. G. (2005) ‘Performance in e-learning: Online participation and student grades' British Journal of Educational Technology, 36 (4), 657-663.
Graff, M. G. (2005) 'Individual differences in hypertext browsing strategies' Behaviour and Information Technology. 24 (2), 93-100.
Graff, M. G. & Howard, J. L. (Eds) (2005) ‘Individual differences in e-learning provision’ The Psychology of Education Review. British Psychological Society, 29, (1).
Graff, M. G. (2005) ‘Online interim assessment, online community and student performance’ Proceedings of the 4th European Conference on E-Learning. Amsterdam, Netherlands. 131-138.
Graff, M. G., Davies, J. & McNorton, M. (2004) 'Cognitive style and cross-cultural differences in internet use and computer attitudes' European Journal of Open and Distance Learning.
Brown, N. P. & Graff, M. G. (2004) 'Student performance in business and accounting subjects as measured by assessment results: an exploration of the relevance of personality traits, identified using meta programmes' The International Journal of Management Education 4 (1), 3-18.
Graff, M. G. (2004) ‘An analysis of hypertext disorientation’ Proceedings of the 3rd European Conference on E-Learning. Paris, France. 93-98.
Graff, M. G. (2003) 'Assessing learning from hypertext: An individual differences perspective' Journal of Interactive Learning Research 14 (4), 425-438.
Graff, M. G. (2003) 'Individual differences in sense of classroom community in a blended learning environment' Journal of Educational Media, 28 (2&3), 407-418.
Graff, M. G. (2003) 'Learning from web-based instructional systems and cognitive style' British Journal of Educational Technology, 34, (4) 407-418.
Graff, M. G. (2003) 'Cognitive Style and attitudes towards using online learning and assessment methods' The Electronic Journal of E-learning, 1, (1) 21-28.
Graff, M. G., Mayer, P., Davies, G. M, Taylor, R. & Byrne, D. R. (2003) 'Evaluating online learning and assessment methods' Occasional paper series, University of Glamorgan.
Graff, M. G. & Byrne, D. R. (2002) 'The effectiveness of e-learning: cognitive style, navigation and disorientation in hypertext' E-Business Review, 2, 91-94.
Graff, M. G. (2002) ‘Individual differences in using online learning and assessment methods’ Proceedings of the European Conference on E-Learning. University of Brunel, UK. 57-68.
Graff, M. G. (2002) ‘Learning from hypertext and the analyst-intuition dimension of cognitive style’ Proceedings of E-Learn. Montreal, Canada. 1, 361-368.
Smalley, N., Graff, M. G. & Saunders, D. (2001) 'A revised computer attitude scale for secondary students' Educational Child Psychology, 18, (3) 47-57.
Graff, M. G. (2000) ‘The intermediate style position’ In Riding, R. J. and Rayner, S. G. (eds) International Perspectives on Individual Differences 1 65-78. Ablex Stanford, CT.