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Aktuelle Publikationen


Motivated and feeling good? Reciprocal relations between motivational regulation and student well-being over one semester.

von der Mülbe, S., Stockinger, K., Scheunemann, A., Kegel, L. S., Fleischer, J., Leutner, D., Wirth, J., Grunschel, C., & Dresel, M. (2026). 

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Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection

Avdullahu, A., Strauß, S., Herrmann, T., & Rummel, N. (2026)

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Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings

Schermeier, S., Deiglmayr, A., & Rummel, N. (2026)

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Leveraging AI and network analysis to uncover learning trajectories of energy to Foster knowledge-in-use in science education

Domenichini, D., Strauß, S., Gombert, S., Rummel, N., Drachsler, H., Neumann, K., Chiarello, F., Fantoni, G., & Kubsch, M. (2025)

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Comparing learners' conceptions of natural and educational scientists: relations to study interest and self-image

Nachtigall, V., & Rummel, N. (2025)

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Ungleich fördern – gerecht steuern

Norbert Sendzik, Marcel Helbig, Denise Demski, Gabriele Bellenberg, Sarah Eiden, Benjamin Edelstein, Julia Hugo (Hrsg.) (2025)

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Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories

 

Kryshko, O., Becker, M., Fleischer, J., Leutner, D. (2025)

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Did 5G radiation really kill birds? Training lower secondary students in epistemic strategies to counter online misinformation

Philipp L. Marten, Sandra Aßmann, Carolin Baumgarten-Kelm, Marc Stadtler (2025)

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Self-regulated learning in the digitally enhanced science classroom: Toward an early warning system

Kubsch, M., Strauß, S., Grimm, A., Gombert, S., Drachsler, H., Neumann, K., Rummel, N. (2025)

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What Makes Sources Credible? How Source Features Shape Evaluation of Scientific Information

Scharrer, L., Thomm, E., Stadtler, M., & Bromme, R. (2025)

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Building resilience against online misinformation: A teacher-led training promoting evaluation strategies among lower secondary students

Marten, P., Stadtler, M. (2025)

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Far transfer of metacognitive regulation: From cognitive learning strategy use to mental effort regulation

Wirth*, J., Weber-Reuter*, X.-L., Schuster, C., Fleischer, J., Leutner, D., & Stebner, F. (2025)
* Autoren haben gleichwertig zur Publikation beigetragen 

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