Research Group on Learning and Instruction

Research on learning and instruction serves the theory-based description, explanation and optimization of learning and instruction processes mostly in institutionalized learning situations. It is not a narrowly defined discipline, but combines theories and research approaches of educational psychology and instructional psychology with those of empirical educational research and various subject didactics. However, the focus always remains on the interaction between teachers and learners and thus on the persons involved. Effects of institutions or educational systems are taken up insofar as they significantly influence this interaction between persons. Research on learning and instruction uses empirical methods to test its models and theories.

The research group of research on learning and instruction combines expertise in psychology and education. In research and teaching, we focus on cognitive and motivational conditions of learning and teaching. One focus is on the area of cross-curricular competencies. On part of the learners, this includes skills for self-regulated learning, learning with new media, and problem solving. On part of the teachers, this includes general pedagogical skills.



Recent Publications

Nolte, N., Fleischer, J., Spoden, C., & Leutner, D. (2024). Cross-disciplinary impact of spatial visualization ability on study success in higher education. Journal of Educational Psychology. Advance online publication. DOI

Trentepohl, S., Waldeyer, J., Fleischer, J., Roelle, J., Leutner, D., & Wirth, W. (2023). Self-regulation of resources in higher education: Strategic learning behaviour mediates the effect of learning strategy knowledge on academic performance. Zeitschrift für Pädagogische Psychologie, 1–14. DOI

Bäuerlein, K., Brunner, S., Etter, B., Stebner, F., Weber, X-L., Wirth, J., & Karlen, Y. (2023). Förderung der diagnostischen Kompetenz von Lehrpersonen im selbstregulierten Lernen. In R. Porsch & P. Gollub (Eds.), Professionalisierung von Lehrkräften im Beruf: Stand und Perspektiven der Lehrkräftebildung und Professionsforschung (pp. 159–177). Waxmann. 

Finger, L., van den Bogaert, V., Schmidt, L., Fleischer, J., Stadler, M., Sommer, K., & Wirth, J. (2023). The science of citizen science: a systematic literature review on educational and scientific outcomes. Frontiers in Education, 8, 1226529DOI

Bessert-Nettelbeck, M., Bischof, A., Sturm, U., Nagy, E., Schraudner, M., Backhaus, J., Bruckermann, T., Hecker, S., Henke, J., Köpferl, K., Kirschke, S., Liedtke, C., Mahr, F., Maibaum, A., Podann, A. C., Rössig, W., Schäfer, M., Schröder, C., Schrögel, P., Shennan, V., Steinhaus, N., Stewart, M., van den Bogaert, V., Voigt-Heucke, S. (2023). Participation as a research approach in academia: A converging field. Research Ideas and Outcomes 9: e105155. DOI

Kiessling, T., van den Bogaert, V., Lawa, R. B. R., Çolakoğlu, J., Kruse, K., & Knickmeier, K. (2023). „Plastic Pirates – Go Europe!“ Lehrkräfte berichten von ihren Erfahrungen mit dem Citizen-Science-Projekt. Unterricht Chemie, 194, 22–25. URL

Turhan, D., Scheunemann, A., Schnettler, T., Bäulke, L., Thies, D. O., Dresel, M., Fries, S. Leutner, D., Wirth, J., & Grunschel, C. (2023). Temporal development of student burnout symptoms: Sociodemographic differences and linkage to university dropout intentions. Contemporary Educational Psychology, 102185. DOI

Trypke, M., Stebner, F., & Wirth, J. (2023). Two types of redundancy in multimedia learning: a literature review. Frontiers in Psychology, 14. DOI

Niemann, P., van den Bogaert, V., & Ziegler, Z. (Eds.) (2023). Evaluationsmethoden der Wissenschaftskommunikation. Springer. DOI

Albers, F., Trypke, M., Stebner, F., Wirth, J., & Plass, J. L. (2023). Different types of redundancy and their effect on learning and cognitive load. British Journal of Educational Psychology, 00, 1–14. DOI

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. DOI

Kryshko, O., Fleischer, J., Grunschel, C., & Leutner, D. (2022). University students’ self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies: Exploring between-person and within-person associations. Journal of Educational Psychology. DOI

Finger, L., van den Bogaert, V., Fleischer, J., Raimann, J., Sommer, K., & Wirth, J. (2022). Das Schülerlabor als Ort authentischer Wissenschaftsvermittlung? Entwicklung und Validierung eines Fragebogens zur Erfassung der Authentizitätswahrnehmung der Wissenschaftsvermittlung im Schülerlabor. Zeitschrift für Didaktik der Naturwissenschaften, 28(2). DOI

Loock, V. S., Fleischer, J., Scheunemann, A., Teich, K., Froese, L., & Wirth, J. (2022). Narrowing down dimensions of e-learning readiness in continuing vocational education – perspectives from the adult learner. Frontiers in Psychology, 13, 1033524. DOI

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 & Learning. DOI

Waldeyer, J., Dicke, T., Fleischer, J., Guo, J., Trentepohl, S., Wirth, J., & Leutner, D. (2022). A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance. Learning and Individual Differences, 100, 102228. DOI