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Research group on "Competence development and competence modeling"

The research lab "Competence Development and Competence Modeling" examines learning processes that lie at the crossroads of school and out-of-school education. Special attention is given to the study of learning about science topics, which today often takes place in digital information environments. We examine the reading skills people need to acquire knowledge without falling for misinformation and the metacognitive control of the learning process.
Based on basic psychological research, we continuously develop and evaluate evidence-based interventions aimed at enhancing the competencies required for informal learning in digital information environments.


Most recent publications

  • Finger, L., van den Bogaert, V., Schmidt, L., Fleischer, J., Stadtler, M., Sommer, K., & Wirth, J. (2023). The science of citizen science: a systematic literature review on educational and scientific outcomes. Front. Educ., 8, 1226529. https://doi.org/10.3389/feduc.2023.1226529
  • Schuster, C., Alef, M., Mierwald, M., Brauch, N. & Stadtler, M. (2023). Metacomprehension in Multiple Document Reading. Can Judgment Accuracy Be Fostered by Generating Twitter-Like Summaries? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. https://doi.org/10.1026/0049-8637/a000278
  • Stadtler, M. & Schuster, C. (2023). Experimentelle Herangehensweisen an die Evaluation von Maßnahmen der Wissenschaftskommunikation [Experimental approaches to the evaluation of science communication measures]. In P. Niemann, V. van den Bogaert, R. Ziegler (Eds.), Evaluationsmethoden der Wissenschaftskommunikation (pp. 293-304). Springer. https://doi.org/10.1007/978-3-658-39582-7_18
  • Schuster, C., Stebner, F., Geukes, S., Jansen, M., Leutner, D. & Wirth, J. (2023). The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning. Learning and Instruction, 83, 101708. https://doi.org/10.1016/j.learninstruc.2022.101708
  • Stebner, F., Schuster, C., Weber, X.-L., Greiff, S., Leutner, D. & Wirth, J. (2022). Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition. Metacognition and Learning, 17, 715-744 https://doi.org/10.1007/s11409-022-09322-x
  • Scharrer, L., Pape, V., & Stadtler, M. (2022). Watch Out: Fake! How Warning Labels Affect Laypeople’s Evaluation of Simplified Scientific Misinformation. Discourse Processes, 59, 575-590. https://doi.org/10.1080/0163853X.2022.2096364

Most recent talks

  • Marten, P, Aßmann, S., & Stadtler, M. (2023, November). Can Adolescents Trust The Internet? Fostering Resilience Against Online Misinformation With Evaluation Strategies. Paper presented at the DigiMeet Conference, virtual.
  • Marten, P, Aßmann, S., & Stadtler, M. (2023, November). Qapito! In Practice: How Effective Are Training Materials For Strengthening Resilience To Misinformation In The School Context? ERI Lecture Series, Valencia, Spain.
  • Baumgarten, C., Krabbe, H., Kollar, I., & Stadtler, M. (2023, August). Effects of a collaboration script and a reflection prompt on the evaluation of Internet sources. Paper presented at the Biannual Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
  • Stadtler, M. (2023, August). Critical evaluation of evidence and sources when learning from multiple documents. Symposium held at the Biannual Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
  • Stadtler, M., Scharrer, L., & Urbisch, F. (2023, August). Do students fall for the easiness effect of science popularization? An intervention study. Paper presented at the Biannual Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.