Prof. Dr. Joachim Wirth

Consultation Hours:
by appointment by e-mail

External Links:

• ResearchGate
• ORCID

Current Projects

• CoKoS - Computer-based Competence Diagnostics in Self-regulated Learning
• CS:iDrop - Citizen Science: Investigation of Drinking Water of and by the Public
• DiAL:OGe - Digitization in the Education of Student Teachers: Enabling Orientation and Design
• DigiSchuKuMPK - Digitisation-related and Digitally Supported School (Culture) Development Through Multiprofessional Cooperation at All-day Primary Schools
• ProkRASt_Praevention - Procrastination as a Risk Factor for the Study Dropout: Strategies of Action Regulation: Prevention through Motivation and Action Regulation
• SeReLiDiS - Self-regulated Learning in Digitalised Schools
• VideT - Teaching the Research Process - A Video-based Transfer Tool for Students

Academic Degrees

• 2003: Doctorate (Dr. rer. nat.) in Psychology at the Humboldt University Berlin
• 1998: Diploma in Psychology at the Technical University Berlin

CV

• Since 2008: Head of the Research Group on Learning and Instruction at the Ruhr University Bochum
• 2003-2008: Akademischer Rat auf Zeit at the Department of Instructional Psychology at the University of Duisburg-Essen (Prof. Dr. Dr. h.c. Detlev Leutner)
• 2002-2003: Research Scientist at the Department of Instructional Psychology at the University of Duisburg-Essen (Prof. Dr. Dr. h.c. Detlev Leutner)
• 1998-2002: Research Scientist at the Max-Plack Institute for Human Development (Prof. Dr. Dr. h.c. mult. Jürgen Baumert)

Research Interests

• Self-regulation in learning and problem solving
• Training and intervention research
• Authenticity in the teaching of scientific work
• Science of citizen science and science communication

Selected Publications

Kryshko, O., Fleischer, J., Waldeyer, J., Wirth, J., & Leutner, D. (2020). Do motivational regulation strategies contribute to university students' academic success? Learning and Individual Differences, 82. DOI

Schuster, C., Stebner, F., Leutner, D., & Wirth, J. (2020). Transfer of metacogntive skills in self-regulated learning: an experimental training study. Metacognition and Learning. Advance online publication. DOI

Sommer, K., Wirth, J., & Rummel, N. (2018). Authentizität der Wissenschaftsvermittlung im Schülerlabor – Einführung in den Thementeil. Unterrichtswissenschaft, 46, 253–260. DOI

Waldeyer, J., Fleischer, J., Wirth, J., & Leutner, D. (2019). Validating the resource-management inventory (ReMI): Testing measurement invariance and predicting academic achievement in a sample of first-year university students. European Journal of Psychological Assessment, 36, 777–786. DOI

Wirth, J., Stebner, F., Trypke, M., Schuster, C., & Leutner, D. (2020). An interactive layer model of self-regulated learning and cognitive load. Educational Psychology Review, 32, 1127–1149. DOI

Selected Presentations

Trentepohl, S., Waldeyer, J., Roelle, J., Fleischer, J., Leutner, D., & Wirth, J (2021, May). How did it get so late so soon? A combined time-management training to foster university-students’ self-regulated learning. Paper presentation at the 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) SIG 16, online.

Kryshko, O., Fleischer, J., Waldeyer, J., & Wirth, J. (2019, April). Does the use of motivational self-regulation strategies affect university students' performance and dropout intentions? Paper presentation at the American Educational Research Association (AERA) Annual Meeting, Toronto.