Julia WaldeyerRuhr-Universität Bochum | RUB · Institut für Erziehungswissenschaft
Julia Waldeyer
Dr. phil.
About
19
Publications
6,929
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167
Citations
Citations since 2016
Introduction
Additional affiliations
March 2018 - present
March 2015 - March 2018
Publications
Publications (19)
Is It Possible to Measure the Relevance of History? Initial Validation of the German-Language Version of the Relevance of History Measurement Scale (RHMS-D):
Although the practical relevance of history for people’s lives may be said to be high from a theoretical and curricular perspective, this does not necessarily coincide with empirical finding...
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...
As follow-up to an initial study phase, both generative learning activities and retrieval practice can substantially enhance learning, but via different functions. Generative activities are theorized to mainly serve the function of constructing coherent mental representations of the learning content that are well integrated with prior knowledge, wh...
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...
Starting from general problems of teaching grammar in the subject of German language as well as from basic assumptions of so-called ‘more-is-more’ didactics, we discuss demands to continue teaching grammar after the eighth grade (in Germany, that is the eighth year of school). We then present a quasi-experimental study which was carried out in grad...
Prompting learners to generate keywords after a delay is a promising means to enhance
relative judgment accuracy in learning from texts. However, to date, conceptual replications of the keyword effect without the involvement of the researcher who originally
proposed it are still scarce. Furthermore, it is unclear whether generating delayed
keywords...
Zusammenfassung
Besonders in den naturwissenschaftlichen Studiengängen brechen viele Studierende ihr Studium ab. Bislang war ein Studium der Biologie davon eher weniger betroffen. In den letzten Jahren zeichnet sich für Deutschland auch im Bachelorstudium Biologie der Trend einer steigenden Studienabbruchsquote ab. Empirisch begründete Studienberat...
We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an...
Das „Handbuch Lehrerinnen- und Lehrerbildung“ bietet aus fachlicher, fachdidaktischer, bildungswissenschaftlicher und schulpraktischer Perspektive einen umfassenden forschungsbasierten Überblick zu allen Bereichen der Lehrerinnen- und Lehrerbildung. Das von 174 Autorinnen und Autoren erarbeitete Orientierungswissen wird in 107 Beiträgen präsentiert...
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...
Generative tasks foster the integration of new idea units into coherent mental representations. However, they scarcely foster the consolidation of the new knowledge in memory. Hence, a promising means to optimize generative tasks is incorporating retrieval practice into them. A viable means to do so is implementing generative tasks in a closed-book...
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...
Job satisfaction is important for employee well-being and retention, which are both crucial for high strained occupations such as teachers and school principals. We investigated the structure and relationship of teachers’ job satisfaction (N = 142,280) and principals’ job satisfaction (N = 8,869). Results of structural equation modeling using multi...
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...
Ressourcenmanagementstrategien in der Studieneingangsphase ALSTER Teilprojekt B Theoretischer Hintergrund Akademisches Lernen an Hochschulen und Universitäten unterscheidet sich maßgeblich vom Lernen an Schulen. Schulisches Lernen ist weitgehend vorstrukturiert, so dass die Lernaktivitäten von Schülerinnen und Schülern nur wenig selbst geplant werd...
Projects
Projects (2)
GramKidSII is the acronym of the Grammatische Kenntnisse in der Sekundarstufe II project (Grammar Knowledge at Secondary Level II), which aims at assessing `more-is-more´ didactics for grammar teaching in the course of a longitidunal study: will additional grammar teaching in the subject of German language even after eighth grade result in the improvement of explicit German grammar knowledge?
GramKidSII started in 2014, that is at a time when in all federal states the teaching of grammar ended with the completion of eighth form. A number of surveys in German studies consider this a, perhaps even the crucial, reason why the explicit grammar knowledge of German studies students is so dissatisfying at the beginning of their studies. In the context of `more-is-more´ didactics, these studies argue in favour of continuing grammar teaching in the subject of German language even beyond eighth form, assuming that an extended teaching offer will result in improved grammar knowledge. GramKidSII is a longitudinal study which aims at finding out if the offer of additional grammar teaching in the subject of German language even beyond eighth grade really results in improved and long-term explicit German grammar knowledge.
