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Publications (298)
Including motivational variables such as interest in the cognitive load framework is an ongoing process. Of particular interest is the question of how motivational variables influence the investment of mental effort. In this study, we investigated how topic interest affects the investment of mental effort in simple tasks. A total of 1543 students’...
Spatial ability emerged as a key factor for success in science, technology, engineering, and mathematics (STEM) fields. But so far there are no studies on differences in this effect between different STEM domains. The current study used content knowledge tests at the beginning (pretest) and the end of the semester (posttest) as comparable measure f...
Resource-management learning strategies are particularly important for performance in higher education. Despite this consideration, the current state of research still lacks evidence on the precise interplay of the different learning process components that affect academic performance. The aim of the present study was to test a mediation model deri...
Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light...
in order to reduce language-related disparities in educational attainment, teaching standards in many Western countries nowadays request teachers of all subjects and grades to focus on their students’ language development: especially second language learners and students growing up in socioeconomically disadvantaged families need continuous and sys...
Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. T...
Teacher students’ professional educational knowledge is of great importance in academic teacher education. In response to the need to continuously optimize and improve teacher education, we developed a standards-based test instrument designed along the Standards of Teacher Education of the German education administration. The so-called ESBW (Essen...
Although research on motivational regulation, as an important subprocess of self-regulated learning, has
increased considerably in the past two decades, previous findings stem mainly from cross-sectional data and
between-person analyses. The aim of this research was to explore the longitudinal associations between self-efficacy
for motivational reg...
Engaging learners in practicing retrieval of learned information fosters the consolidation of learners' mental representations and hence long-term retention. By providing a wealth of evidence for these benefits of retrieval-based learning and thus emphasizing the value of means to consolidate knowledge, retrieval practice research has enriched the...
Die Kompetenzziele im Lehramtsstudium sind für die einzelnen Professionswissensbereiche sowohl in universitätsspezifischen Dokumenten als auch in externen Standards ausdifferenziert. Gleichzeitig fehlen jedoch praxisnah einsetzbare Messinstrumente zur Überprüfung dieser Kompetenzziele. Dieser Beitrag stellt hierzu ein neu entwickeltes Testinstrumen...
Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) showed that training can have beneficial effects on spontaneous near and far transfer of metacognitive skills. H...
In direct training, metacognitive strategies are taught explicitly, and research shows that students apply them after direct training in dealing with learning tasks that are structurally similar to training tasks (near transfer). However, students fail in applying metacognitive strategies in dealing with structurally dissimilar learning tasks (far...
This paper examined the interplay of conscientiousness, two categories of learning strategies (i.e., time management and effort regulation), and academic performance in higher education. Based on data from two samples of first-year students (N1 = 106; N2 = 355), we aimed to validate previous results on a mediation model using a repeated measurement...
Burnout symptoms are prevalent among university students. This study examined students’ understudied profiles of burnout symptoms and their relation to procrastination, dropout intentions, and study- and life satisfaction. We used cross-sectional data from two online-studies conducted in Germany in April 2020 amid the COVID-19 pandemic (Nstudy1 = 5...
Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research o...
Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected th...
The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students’ study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students’ subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sect...
Die Analyse von Unterrichtsvideos ist zu einer erfolgreich und vielfältig genutzten Methode in der Lehrkräftebildung geworden. Sie vermag wie keine andere Methode die Unterrichtspraxis in ihrer Authentizität zu veranschaulichen und zugleich in ihrer Komplexität zu untersuchen. Dazu sind in den letzten Jahren innovative Videoportale mit Lehrkonzepte...
Goal of the present study was to longitudinally observe university students' time management over the course of one semester. Students provided time schedules with their planned studying activities for each week of the semester. Times of their actual studying activities in an online seminar were recorded based on log data. Deviations between their...
Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effe...
Theoretischer Hintergrund und Fragestellung
MINT-Studienfächer leiden unter sehr hohen Abbruchquoten, wobei vorwiegend Probleme bei der Bewältigung der Leistungsanforderungen als Abbruchgrund genannt werden (Chen, 2009; Heublein & Schmelzer, 2018). Dementsprechend ist es von Interesse, Prädiktoren für den Erwerb von Fachwissen zu identifizieren, di...
Mental rotation tests have been extensively studied regarding item characteristics that affect difficulty, e.g., angular disparity, item dimensionality, and object complexity. In the present study, using the Vandenberg and Kuse (1978) paradigm, we applied a psychometric approach to examine whether complex skewed-axis rotation requires incremental p...
As a key process of self-regulated learning, effective motivational regulation is assumed to facilitate successful studying via optimized motivation. Our research aimed to test this assumption addressing the relationship between self-efficacy for motivational regulation and three dimensions of satisfaction with academic studies with respect to the...
Die Untersuchung der Gründe für den Studienabbruch von Studierenden in MINT-Fächern ist aufgrund hoher Abbruchquoten und eines großen Bedarfs an Fachkräften ein wichtiges Anliegen. Dabei werden MINT-Studiengänge bisher meist gruppiert betrachtet. Die längsschnittliche Studie des Projekts CASSIS untersucht Einflussfaktoren auf Studienerfolg und Stud...
Im Rahmen des BMBF-Verbundprojektes „Prokrastination als Risikofaktor für den Abbruch des Studiums“ (ProkRASt) wurden potentielle Ursachen von Studienabbruchintentionen, die im individuellen Studienprozess zu verorten sind, sowie Wechselwirkungen zwischen ihnen umfassend untersucht. Konkret analysierten die Projektpartner*innen, inwiefern personale...
Numerous studies showed a connection between spatial abilities and academic achievement in different STEM disciplines. We extend previous research by directly comparing this connection across disciplines and including indirect effects. We tested 1,394 German university freshmen in civil engineering, chemistry, biology, and social science as a non-S...
Zusammenfassung. Prüfungen sind zentrale, qualitätssichernde Elemente im Hochschulstudium, die hohen Ansprüchen genügen müssen. In der Praxis werden diese Ansprüche jedoch oft nicht idealtypisch erfüllt. Dieser Beitrag skizziert, wie ein evidenzbasiertes Vorgehen bei der Erstellung und Auswertung von schriftlichen Prüfungen aussehen kann, um den Um...
Wir freuen uns über die große Resonanz in diesem Diskussionsforum und bedanken uns für die zahlreichen Beiträge, die zusätzliche Perspektiven und wertvolle Anknüpfungspunkte aufzeigen und dabei eine weitgehende Unterstützung unserer Anliegen zur Sicherung der Qualität schriftlicher Prüfungen im Psychologiestudium und an Hochschulen im Allgemeinen e...
Background: Higher education is a challenging context in which students – particularly those endowed with a small array of resources – are susceptible to suffer from burnout. To screen, identify, and support students that are at risk of burnout, psychometrically robust instruments are essential. To this end, we extended the validation of the German...
Auf der Basis eines multidimensionalen Verständnisses von Studienmotivation wird ein Zusammenspiel motivationaler Variablen verschiedener Phasen des Studiums im Hinblick auf akademische Erfolgskriterien angenommen. Jedoch gibt es hierzu bislang keine empirische Evidenz. In der vorliegenden Studie wurde das Ziel verfolgt, das intraindividuelle Zusam...
Die Untersuchung der Gründe für den Studienabbruch von Studierenden in MINT-Fächern ist wegen des akuten Fachkräftemangels von großer Bedeutung. Dabei ist bisher wenig über Unterschiede zwischen MINT-Studiengängen, aber auch im Vergleich zu anderen Studiengängen, hinsichtlich der Abbruchgründe bekannt. Die längsschnittlich angelegte Studie untersuc...
Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning t...
Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review p...
The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were ran...
Based on the framework of self-regulated learning, we conducted a cross-sectional and a longitudinal study with university undergraduates (N1 = 249; N2 = 210) to examine the associations of using different motivational regulation strategies and two important aspects of academic success: academic performance and dropout intention. According to the M...
Teachers’ generic educational knowledge theoretically constitutes an aspect of their professional competence. However, empirical evidence for its importance for teachers’ daily practice is scarce. In this chapter, we describe findings from the BilWiss research program, which aimed to investigate the development and relevance of the type of generic...
There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effec-tively. It is thus crucial to screen and identify students who are at risk of...
Vor dem Hintergrund vergleichsweise hoher Abbruchquoten in den naturwissenschaftlich-technischen Studiengängen kommt der Untersuchung des Studienerfolgs insbesondere in diesen Studiengängen eine besondere Relevanz zu. Im vorliegenden Beitrag werden Prädiktoren des Studienabbruchs in der Eingangsphase naturwissenschaftlich-technischer Studiengänge u...
Generative drawing is a learning strategy in which students draw illustrations while reading a text to depict the content of the lesson. In two experiments, students were asked to generate drawings as they read a scientific text or read the same text on influenza with author‐provided illustrations (Experiment 1), or to generate drawings or write ve...
Numerous studies demonstrate positive effects of direct training on metacognitive learning strategies (MLS). In direct training, MLS are explicitly taught. Research shows that students are able to use MLS after direct training to deal with learning tasks that are structurally similar to training tasks (near transfer). However, they fail in using ML...
Lay Description
What is already known about this topic: Combining text and pictures supports learning and deepens understanding.
Learning differs with respect to individual differences and the type of visualization.
Visualizers profit from pictorial information more than verbalizers.
Unclear what type of visualization and modality is beneficial to...
In their studies on educational foundations as a part of academic teacher education in Germany, pre-service teachers are supposed to develop generic knowledge needed for professional behavior in their job as a teacher. The research program BilWiss developed a test on educational knowledge within the context of the federal state of North-Rhine Westp...
The aim of this field study was to examine the role of socioeconomic status (SES) on the effectiveness of self-regulation training. Eight hundred and sixty five ten-year-old students either learned how to conduct experiments in a self-regulated manner (experimental group) or attended regular class lessons (control group). In a first step, we tested...
Die Digitalisierung nimmt zunehmend Einfluss auf Bildungsprozesse. Im Kontext von Schule und Hochschule sind die Veränderungen bereits spürbar und sichtbar, z.B. durch die Einbindung neuer Medien in der Lehre oder den Einsatz neuer Lehr-Lernformate wie Blended-Learning-Szenarien. Bislang werden die Potenziale der Digitalisierung für Lehr-Lernprozes...
Focusing on Germany, this article presents results from the international comparison of fifteen-year-olds in collaborative problem solving and a cross validation of the scaling in the Programme for International Student Assessment (PISA) 2015. A new computer-based test was used requesting students to solve a problem jointly with simulated group mem...
Several meta‐analyses have highlighted the importance of metacognitive strategies in learning (e.g., Dignath, Büttner, & Langfeldt, 2008). Students who apply metacognitive strategies to cognitive strategies learn more successfully (Leopold & Leutner, 2015). Since metacognitive strategies remain the same for every learning situation, one can assume...
Abstract: Studying at a university often places complex and high demands on students' self-regulation, especially with regard to their resource management. In line with this, resource-management competencies should be able to predict study success. However, so far, there is a lack of valid instruments to assess such abilities. We will thus introduc...
Als Ziel und bildungspolitischer Auftrag von Schule und dem darin stattfindenden Unterricht
spielt das selbstregulierte Lernen (SRL) eine herausragende Rolle (KMK, 2009). Zur Förderung des SRL haben sich Lernstrategietrainings bewährt, insbesondere dann, wenn dabei kognitive und metakognitive Lernstrategien zusammen trainiert werden (z.B. Stebner e...
Der Zusammenhang zwischen familiärer Herkunft und dem Bildungserfolg junger Menschen ist in der Bundesrepublik Deutschland so groß wie in keinem anderen europäischen Land. Insbesondere Jugendliche aus Familien ohne akademische Erfahrung haben im stark selektiven deutschen Bildungssystem erhebliche Hürden zu überwinden und sind daher im Hochschulber...
Die pädagogisch-psychologische Forschung kann eine Vielzahl wirksamer direkter Lernstrategietrainings zur Förderung des selbstregulierten Lernens aufzeigen. Schülerinnen und Schüler können die erlernten Strategien auf Lernaufgaben anwenden, die den Trainingsaufgaben strukturell ähnlich sind (naher Transfer). Empirische Befunde zum erfolgreichen Tra...
In this talk, we report results from the Collaborative Problem Solving (CPS) domain in the Programme for International Student Assessment (PISA) 2015 on the international level with a focus on Germany. We present additional national data from the German PISA sample, cross-validate the IRT scaling using an independent sample of ninth graders in Germ...
Work Engagement und Burnout bei Lehrkräften, eine Betrachtung von Einflussfaktoren
Generative learning strategies, such as summarizing or generative drawing, can help students to deal with complex texts. Both strategies foster students to engage in cogni-tive processes of selection, organi-zation, and integration, which can lead to deeper learning.
To shed more light on how stu-dents engage in these processes when summarizing or...
Der Erwerb grundlegender arithmetischer Konzepte im Vorschul- und Grundschulalter (Altersbereich 4 bis 8 Jahre) lässt sich anhand eines kognitiv-entwicklungspsychologischen Modells mit 6 Niveaus beschreiben: (1) Zählzahl, (2) ordinaler Zahlenstrahl, (3) Kardinalität und Zerlegbarkeit, (4) Enthaltensein und Klasseninklusion, (5) Relationalität und (...
Vielfach wurde durch Forschung die Bedeutsamkeit von Trainings zur Förderung der Kompetenz des selbstregulierten Lernens (SRL) betont (u.a Artelt et al., 2003). Um das Strategiewissen, welches Schülerinnen und Schüler (SuS) in Trainings zum SRL erlangen, auch außerhalb von Trainings nutzen zu können, müssen sie erlernte Strategien in den Fachunterr...
Im Rahmen des Bund-Länder-Programms 2015 wurde im Projekt „Bildungsgerechtigkeit im Fokus“ am Lehrstuhl für Lehr-Lernpsychologie ein fächerübergreifendes Lernstrategietraining für Studie-rende in der Studiengangsphase entwickelt, welches sowohl in Form eines Präsenz-Workshops als auch online angeboten wurde. Auf der Grundlage der bisherigen Lernbio...
Professionswissen gilt als wesentliche Voraussetzung für Lehrerhandeln, die damit verbundene prozessuale Unterrichtsqualität und die Entwicklung der Schüler/innen. Für das pädagogisch-psychologische Wissen (PPK; engl. pedagogical-psychological knowledge) liegen bezüglich dieser Annahmen erste empirische Befunde im Hinblick auf die Entwicklung von S...
One goal of full-day schools is the development of individual support (Stiftung Mercator; Holtappels, 2006) and the individualization of learning. One promising way of individualization is to enable students to control their own learning process by self-regulated learning. By using cognitive, metacognitive, and motivational learning strategies stud...
In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully cope with specific situations. Integrating research on assessment processes, practices, and products,...
Reform der Fahrlehrerausbildung
Im Koalitionsvertrag der Regierungsparteien CDU, CSU und SPD für die 18. Legislaturperiode wurde vereinbart, im Rahmen einer Reform des Fahrlehrerrechts
auch die Qualität der Fahrlehrerausbildung zu verbessern. Um die inhaltlichen Voraussetzungen zur Erreichung dieses Ziels zu schaffen, hat die Bundesanstalt für Str...
Adding pictures to a text is very common in today’s education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or w...
Being able to solve problems is a crucially important outcome of almost all domains of education, as well as a requirement for future learning and acheivement. This chapter summarises the results from the cross-curricular analytical problem solving element of the 2003 Programme for International Student Assessment (PISA). The results from Germany i...
Three studies are presented that take a look at self-regulated learning as a competence (assessed on the basis of achievement tests) rather than a self-reported learning experience (assessed on the basis of questionnaires). In the first step, in two correlational studies with N = 559 and N = 795 9th graders, sub-competencies of self-regulated learn...
In this chapter, the structure and the specific research areas of the German DFG-Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” are briefly described, in order to provide a background for the following chapters, which describe various individual projects of this Priority Program....
In this chapter, two studies are presented that investigate aspects of the cognitive potential exploitation hypothesis. This hypothesis states that students in Germany have cognitive potentials they do not use when solving subject-specific problems but that they do use when solving cross-curricular problems. This theory has been used to explain how...
Theoretischer Hintergrund
Beim selbstregulierten Lernen beobachten, regulieren und kontrollieren Schülerinnen und Schüler ihre Kognitionen, ihre Motivation und ihr Verhalten unter Zuhilfenahme von metakognitiven Lernstrategien (z.B. Boekaerts, 1999). Klauer (2000) geht davon aus, dass die metakognitiven den kognitiven und motivationalen Lernstrateg...
This study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and ty...
Der Kompetenzbegriff hat sich zu einem der zentralen Konzepte entwickelt, um die Ergebnisse von schulischen und professionellen Lernprozessen zu beschreiben. Obwohl der Begriff auf eine lange Diskussion zurückblicken kann (Weinert, 2001) und sowohl in der Bildungsforschung als auch darüber hinaus, beispielsweise in Lehrplänen und Standards, sehr pr...