Inhaltspezifische Aktionen

2025

  • Asiedu, A., Emslander, V., Müller-Kreiner, C., Seidel, T., & Holzberger, D. (2025). How to Promote Emotional Intelligence among University Students: A Research Synthesis. Manuscript accepted for publication at Zeitschrift für Psychologie.
  • Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2025). A Meta-Analysis on Teachers’ Growth Mindset. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09925-7
  • Bardach, L., Kalinowski, R., & Bailey, D. (2025). Cognitive differentiation beyond g: The emergence of domain-specific variance. Psychological Science, 36(3) 168-183. https://doi.org/10.1177/09567976251321382
  • Bardach, L. & Murayama, K. (2025). The role of rewards in motivation—Beyond dichotomies. Learning and Instruction, 96, 102056. https://doi.org/10.1016/j.learninstruc.2024.102056
  • Bardach, L., Emslander, V., Kasneci, E., Eitel, A., Lindner, M., Bailey, D. (2025). Research syntheses on AI in education offer limited educational insights. OSF. https://doi.org/10.31219/osf.io/dx6kt_v2
  • Dersch, A.-S., Heyder, A., & Eitel, A. (2025). Teachers' Awareness of Math-Gender Stereotype-Reinforcing Behaviors: A Video Experiment. Social Psychology of Education, 28(191), 1 - 40. https://doi.org/10.1007/s11218-025-10138-1
  • Eitel, A., Krebs, M.-C., & Schöne, C. (2025). Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction. Educational Psychology Review, 37, 67. https://doi.org/10.1007/s10648-025-10045-z 
  • Emslander, V., Holzberger, D., Ofstad, S. B., Fischbach, A., & Scherer, R. (2025). Teacher-Student Relationships and Student Outcomes: A Systematic Second-Order Meta-Analytic Review. Psychological Bulletin, 151(3), 365-397. https://doi.org/10.1037/bul0000461
  • Endres, T., Vössing, C., Renninger, K.A., Eitel, A., Renkl, A. (2025). Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives. Computers & Education 233, 105313. https://doi.org/10.1016/j.compedu.2025.105313
  • Kienitz, A., Krebs, M.-C., & Eitel, A. (2025). Level one: Teaching practice – Does playing a digital teaching simulation game foster novice student teachers’ perception and use of theoretical knowledge? Computers & Education, 231. https://doi.org/10.1016/j.compedu.2025.105277
  • Röhl, S., Davison, K., & Bardach, L. (2025). Heterogeneity in students’ perceptions of teaching quality: A marker of adaptive teaching? Learning & Instruction. Advance Online Publication. https://doi.org/10.1016/j.learninstruc.2025.102245
  • Sander, Z. M., Schöne, C., Dickhäuser, O., Stiensmeier-Pelster, J., & Spinath, B. (2025). Destined to decline? A comparison of cohort trends in students’ goal orientations between 2012 and 2023. Zeitschrift Für Pädagogische Psychologie, 0(0). https://doi.org/10.1024/1010-0652/a000402
  • Scherer, R., & Emslander, V. (2025). Utilizing Primary Study Quality in Meta-Analyses: A Step-by-Step Tutorial. Manuscript accepted for publication in Psychological Methods. PsyArXiv. https://doi.org/10.1037/met0000751
  • Schumacher, A., Kammerer, Y., Scharinger, C., Gottschling, S., Hübner, N., Tibus, M., Kasneci, E., Appel, T., Gerjets, P., & Bardach, L. (2025). How do intellectually curious and interested people learn and attain knowledge? A focus on behavioral traces of information seeking. European Journal of Personality, 40, 87-110. https://doi.org/10.1177/08902070241309124
  • Spitzer, M.W., Bardach, L., Strittmatter, Y., & Moeller, K. (2025). Usage and performance declines in a classroom-integrated digital learning software over the course of an academic year. Proceedings of LAK25: The 15th International Learning Analytics and Knowledge Conference. https://doi.org/10.1145/3706468.3706554
  • Spitzer, M. W. H., Moeller, K., Richter, E., Frede, L., & Bardach, L. (2025). A red button does it all: A red button nudges students to close their knowledge gaps in an intelligent tutoring system. Learning and Instruction, 99, 102181. https://doi.org/10.1016/j.learninstruc.2025.102181
  • Spitzer, M. W. H., Strittmatter, Y., Marti, M., Schumacher, A., & Bardach, L. (2025). Curiosity overpowers cognitive effort avoidance tendencies. Cognition, 262, 106167. https://doi.org/10.1016/j.cognition.2025.106167 
  • Viccari, A. & Bardach, L. (2025). Designing Limes Text: Adapting an educational video game into a text-based format for controlled experimental comparisons. Proceedings of the European Conference on Games Based Learning. https://doi.org/10.34190/ecgbl.19.2.3972
  • Viccari, A., Kienitz, A., Eitel, A., Hahn, J.U., Göllner, R., Lindner, M., Bardach, L. (2025) Exploring Roman History through Video Game and Text: Effects of Format and Instructional Framing. OSF. https://doi.org/10.31234/osf.io/fa28t_v1
  • Von Aufschnaiter, C., Vorholzer, A., Eitel, A., Endres, T., Lieck, D.S.N., Wahby, N., Renkl, A. (2025) Weil die Bewegungskraft ja da hin zeigt: wie die Darstellung von Pfeilen in der Mechanik irritieren und helfen kann. MNU-Journal: Verband zur Förderung des MINT-Unterrichts 78 (3), 243-249. 

  • Zhao, L., Raković, M., Cloude, E. B., Li, X., Gašević, D., & Bardach, L. (2025). The Effect of Sequential Transition of Self-Regulated Learning Processes on Performance: Insights from Ordered Network Analysis. LAK25: 15th International Learning Analytics and Knowledge Conference. https://doi.org/10.1145/3706468.3706534