1. 2022
  2. Students’ learning growth in mental addition and subtraction: Results from a learning progress monitoring approach

    Anderson, S., Schurig, M., Sommerhoff, D. & Gebhardt, M., 28.11.2022, In: Frontiers in Psychology. 13, 18 p., 944702.

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. A systematic meta-analysis of the reliability and validity of subjective cognitive load questionnaires in experimental multimedia learning research

    Krieglstein, F., Beege, M., Rey, G. D., Ginns, P., Krell, M. & Schneider, S., 12.2022, In: Educational Psychology Review. 34, 4, p. 2485-2541

    Research output: Contribution to journalJournal articleResearchpeer-review

  4. Basale Kompetenzen vermitteln – Bildungschancen sichern: Perspektiven für die Grundschule. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz (SWK).

    Köller, O., Thiel, F., Ackeren, I. V., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K. & Lewalter, D., 12.2022, Bonn: Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK), 190 p.

    Research output: Working paper / ReportExpert opinionsTransfer

  5. Book review: Computational psychometrics: New methodologies for a new generation of digital learning and assessment

    Ulitzsch, E., 12.2022, In: Psychometrika. 87, 4, p. 1571-1574 4 p.

    Research output: Contribution to journalCritical reviewResearch

  6. Der potentiellen Energie ein Zuhause geben: Felder als didaktisches Hilfsmittel im Anfangsunterricht zum Energiekonzept

    Fiedler, K., Kubsch, M., Neumann, K. & Nordine, J., 12.2022, In: Zeitschrift für Didaktik der Naturwissenschaften. 28, 6.

    Research output: Contribution to journalJournal articleResearchpeer-review

  7. Directional ordering of self-concept, school grades, and standardized tests over five years: New tripartite models juxtaposing within- and between-person perspectives

    Marsh, H. W., Pekrun, R. & Lüdtke, O., 12.2022, In: Educational Psychology Review. 34, 4, p. 2697-2744

    Research output: Contribution to journalJournal articleResearchpeer-review

  8. Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving: A longitudinal analysis

    Nicolay, B., Krieger, F., Stadler, M., Vainikainen, M-P., Lindner, M. A., Hansen, A. & Greiff, S., 12.2022, In: Metacognition and Learning. 17, 3, p. 837-854 18 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  9. From free association to goal-directed problem-solving: Network analysis of students’ use of chemical concepts in mechanistic reasoning

    Asmussen, G., Rodemer, M., Eckhard, J. & Bernholt, S., 12.2022, Student reasoning in organic chemistry: Research advances and evidence-based instructional practices . Graulich, N. & Shultz, G. (eds.). London: Royal Society of Chemistry, p. 90-109 (Advances in chemistry education series).

    Research output: Chapter in anthology/conference proceedingContribution to collected edition/anthologyResearchpeer-review

  10. Gibt es ideale Blickbewegungsmodelle zur Förderung der Lernenden beim Lösen organisch-chemischer Aufgaben?

    Graulich, N., Rodemer, M., Eckhard, J. & Bernholt, S., 12.2022, Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik: Forschung und Praxis. Klein, P., Graulich, N., Kuhn, J. & Schindler, M. (eds.). Berlin, Heidelberg: Springer Spektrum, p. 1-18

    Research output: Chapter in anthology/conference proceedingContribution to collected edition/anthologyResearchpeer-review

  11. Intensity and content of private tutoring lessons during German secondary schooling: Effects on students’ grades and test achievement

    Guill, K., Ömeroğullari, M. & Köller, O., 12.2022, In: European Journal of Psychology of Education. 37, 4, p. 1093-1114

    Research output: Contribution to journalJournal articleResearchpeer-review