Inhaltspezifische Aktionen

2021

  • Bender, L., Renkl, A., & Eitel, A. (2021). Seductive details do their damage also in longer study sessions - when the details are perceived as relevant. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12560
  • Bender, L., Renkl, A., & Eitel, A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3822

  • Blume, F., Dresler, T., Gawrilow, C., Ehlis, A.‑C., Goellner, R. & Moeller, K. (2021). Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach. Acta Psychologica, 215, 103289. https://doi.org/10.1016/j.actpsy.2021.103289

  • Blume, F., Schmidt, A., Kramer, A. C., Schmiedek, F. & Neubauer, A. B. (2021). Homeschooling during the SARS-CoV-2 pandemic: The role of students' trait self-regulation and task attributes of daily learning tasks for students' daily self-regulation. Zeitschrift für Erziehungswissenschaft, 24(2), 367-391. https://doi.org/10.1007/s11618-021-01011-w 

  • Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A., & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire. An empirical evaluation study with teachers and student teachers. Psychology Learning and Teaching. https://doi.org/10.1177/14757257211028723
  • Kärcher, H., Schöne, C., & Schwinger, M., (2021). Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement. Social Psychology of Education,00:1-23. doi.org/10.1007/s11218-021-09610-5
  • Krebs, M.-C., Schüler, A., & Scheiter, K. (2021). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instructional Science, 49, 607-635. https://doi.org/10.1007/s11251-021-09552-7
  • Otterpohl, N., Bruch, S., Stiensmeier-Pelster, J., Steffgen, T., Schöne, C.,Schwinger, M. (2021). Clarifying the connection between parental conditional regard and contingent self-esteem: An examination of cross-lagged relations in early adolescence. Journal of Personality, 2021;00:1–12. https://doi.org/10.1111/jopy.12631
  • Prinz, A., Kollmer, J., Flick, L., Renkl, A., & Eitel, A. (2021). Refuting student teachers’ misconceptions about multimedia learning. Instructional Science. https://doi.org/10.1007/s11251-021-09568-z