Julia Klug

Julia Klug
Pädagogische Hochschule Salzburg Stefan Zweig, Salzburg, Austria · Department of Educational Sciences and Research

Professor

About

43
Publications
17,442
Reads
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1,084
Citations
Citations since 2016
29 Research Items
995 Citations
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2016201720182019202020212022050100150200
Introduction
Julia Klug currently works as a professor for Educational Psychology at the Pädagogische Hochschule Stefan Zweig, Salzburg, Austria, in the department of Educational Sciences and Research. Julia does research in Teacher Education, Secondary and Higher Education. Her research interests are student and teacher competences, especially concerning SRL and assessment. Her current project IQM-PHS is about the development of student competences in teacher education in the course of their study program.
Additional affiliations
March 2018 - present
Pädagogische Hochschule Salzburg Stefan Zweig, Austria
Position
  • Professor
October 2011 - October 2017
University of Vienna
Position
  • PostDoc Position
August 2008 - October 2011
Technische Universität Darmstadt
Position
  • PhD Student
Education
October 2003 - August 2018
Technische Universität Darmstadt
Field of study
  • Psychology

Publications

Publications (43)
Article
Full-text available
University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulate...
Article
Full-text available
There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that de...
Article
Full-text available
Diagnostics is an integral part of teaching. To date, investigations have been carried out into the accuracy of teachers' judgments. Recently, a model of teachers' diagnostic competence describing diagnosing as a three-dimensional process has been developed and empirically tested. A necessity for promoting diagnostic competence among teachers with...
Article
Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant...
Article
Lifelong learning's (LLL) cornerstones are laid at school. Especially teachers' behaviour is central. As of yet, there is no instrument to measure teachers' efforts in promoting aspects associated with LLL within their students. We present a new interview to measure teachers' competence concerning this matter. To illustrate possible results, we int...
Article
Full-text available
In diesem Beitrag gehen wir der Frage nach, was sich Lehramtsstudierende nach einem Jahr pandemiebedingter Online-Lehre wünschen und welche Lehrveranstaltungsformate sie bevorzugen. Wie schätzen sie ihren subjektiven Lerngewinn, ihr emotionales Empfinden und ihre Lernmotivation in der Online-Lehre ein? Korrespondiert ihr Wissen und ihre Lehrer-Selb...
Article
Full-text available
Das Bildungsreformgesetz und das mit 2019 veröffentlichte Schulleitungsprofil setzen neue Maßstäbe für das Schulleitungshandeln. Mittels eines Fragebogens wurden Schulleiter_innen befragt, wie wichtig sie eine Vorbereitung auf die Schulleitungstätigkeit empfinden und welche Kompetenzbereiche besonders relevant erscheinen. Die Ergebnisse sind ermuti...
Article
Full-text available
Der Aufbau von Kompetenzen ist ein zentrales Ziel im Professionalisierungsprozess. Ausgehend vom Salzburger Kompetenzmodell wird die Frage beantwortet, mit welcher Ausstattung an Kompetenzen, Motivation, Lernstrategien und Persönlichkeitseigenschaften die Studierenden in das Lehramtsstudium starten. Um die Potenziale bestmöglich fördern zu können,...
Chapter
Der Übergang von der Schule zur Hochschule ist ein komplexer Anpassungsprozess, dessen erfolgreiche Bewältigung entscheidend für den weiteren Studienverlauf ist. Eine breite Forschungslandschaft, beschäftig sich mit fördernden wie hemmenden Parametern des Übergangs. Im Gegensatz zu sozioökonomischen, institutionellen und individuellen Faktoren wurd...
Article
Full-text available
Education in implementation science, which involves the training of health professionals in how to implement evidence-based findings into health practice systematically, has become a highly relevant topic in health sciences education. The present study advances education in implementation science by compiling a competence profile for implementation...
Article
Developing and implementing specific programs and interventions that target the United Nations’ Sustainable Development Goals (SDGs) is a complex endeavor that benefits from an interdisciplinary perspective. In this article, we describe how psychology and implementation science provide knowledge on (1) developing interventions and adapting existing...
Article
Full-text available
Despite a number of studies arguing for the effectiveness of app-interventions in the educational context, there are no systematically evaluated apps for promoting SRL, to date. The present pilot study introduces a smartphone-app that aims to support students during the process of their Bachelor’s thesis. The intervention focused on the promotion o...
Book
Internal quality development is relevant to every higher education institution and is related to numerous aspects of quality as well as to the primary missions of these institutions, namely research and teaching. Many higher education institutions focus in this context on developing their teaching to align with competence-based higher education, an...
Article
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,...
Article
Forty-seven secondary school teachers participated in a four-week training program on assessment strategies. A subgroup of 15 teachers documented their implementation of the training content and rated their reflective practice in standardized diaries. Teachers most often applied techniques of trying to avoid judgment biases, followed by systematic...
Article
There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher...
Chapter
In their professional routines, teachers must perform highly complex and demanding tasks that require extensive counseling and diagnostic competence. There is a growing request for programs that foster these important teacher competencies in educational practice (e.g., German Society for Psychology, Psychologie in den Lehramtsstudiengängen: Ein Rah...
Chapter
Full-text available
Urteile über Schülerinnen und Schüler gehören zum alltäglichen Handeln einer jeden Lehrkraft. Diese Urteile schweben nicht in einem luftleeren Raum, sondern sind eingebettet in unterrichtliche diagnostische Situationen. In diesem Beitrag werden zum einen Gemeinsamkeiten diagnostischer Situationen dargestellt. Zum anderen werden aber auch mögliche K...
Article
Full-text available
In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-...
Article
Full-text available
Measurement is a central issue for the self-regulated learning (SRL) field as SRL is a phenomenon difficult to measure in a reliable and valid way. Here, 3 waves in the history of SRL measurement are identified and profiled. Our focus lies on the third and newest one, which combines measurement and intervention within the same tools. The basis for...
Article
Full-text available
Evidence-based interventions to promote lifelong learning are needed not only in continuing education but also in schools, which lay important cornerstones for lifelong learning. The present article reports evaluation results about the effectiveness of one such training programme (TALK). TALK aims to systematically implement the enhancement of life...
Article
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model i...
Article
Diagnosing learning behavior is one of teachers' most central tasks. So far, accuracy in teachers' judgments on students' achievement has been investigated. In this study, a new perspective is taken by developing and testing a three-dimensional model that describes the process of diagnosing learning behavior within a sample of N = 293 participants....
Article
Zusammenfassung. Diagnostizieren des Lernverhaltens von Schulern und Beraten von Schulern und Eltern sind zentrale Aufgaben des Lehrerberufes. Im Modell der Beratungskompetenz von Lehrkraften von Bruder (2011) bildet Diagnostizieren eine zentrale Kompetenzdimension. Genauso spielt Beraten im Prozessmodell der Diagnostischen Kompetenz (Klug, Bruder...
Article
Self-regulated learning is regarded as a necessary prerequisite for life-long learning. Some of the existing models consider self-regulated learning as a process (e.g. Zimmerman, 2000; Schmitz & Wiese, 2006). Taking a process perspective on self-regulated learning gives us new insights in self-regulation processes, which allows using suitable metho...
Article
Full-text available
Ziel des Projektes ist, das Konstrukt „Beratungskompetenz von Lehrkräften“ zu modellieren und dabei sowohl die Domänenspezifität als auch die Entwicklung der Beratungskompetenz von Lehrkräften zu betrachten. … Es sollen sowohl kognitive als auch handlungsbezogene Kompetenzbereiche einbezogen werden. Weiterhin soll der Einfluss von verschiedenen Prä...

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Projects

Projects (11)
Project
(1) Can domain-specific talent beliefs of secondary teachers be represented in a multifactorial model? (2) Which conditions, contextual factors, moderating characteristics are relevant for self-assessed talent beliefs? (3) Can correlations between growth mindsets and specific talent beliefs be proven?
Project
Based on the competence model of PH Salzburg Stefan Zwei, the project aims at assessing the development of student competences in teacher education in the course of their study program longitudinally. Implications for quality management will be drawn.