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.
Strippel, C., G., Finger, L., Wirth, J., & Sommer, K. (2026). Inquiry-based instruction and its influence on perceived authenticity and maintained situational interest—a cluster-randomised field experiment in a chemistry learning setting. International Journal of Science Education, 1–22. DOI
von der Mülbe, S., Stockinger, K., Scheunemann, A., Kegel, L. S., Fleischer, J., Leutner, D., Wirth, J., Grunschel, C., & Dresel, M. (2026). Motivated and feeling good? Reciprocal relations between motivational regulation and student well-being over one semester. Learning and Individual Differences, 126, 102850. DOI
Kryshko, O., Becker, M., Fleischer, J., & Leutner, D. (2025). Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories. Learning and Individaul Differences, 125, 102817. DOI
Wirth*, J., Weber-Reuter*, X.-L., Schuster, C., Fleischer, J., Leutner, D., & Stebner, F. (2025). Far transfer of metacognitive regulation: From cognitive learning strategy use to mental effort regulation. Educational Psychology Review, 37(7). DOI
*Authors have contributed equally to the publication
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
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Last update: Feb 12, 2026
