Scaffolding of motivation in learning using a social robot von Deublein, Andrea, Pfeifer, Anne, Merbach, Katinka, Bruckner, Katharina, Mengelkamp, Christoph, Lugrin, Birgit

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Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects von Pieger, Elisabeth, Mengelkamp, Christoph, Bannert, Maria

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Fluid intelligence but not need for cognition is associated with attitude change in response to the correction of misinformation von Hutmacher, Fabian, Appel, Markus, Schätzlein, Benjamin, Mengelkamp, Christoph

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Accuracy of confidence judgments: Stability and generality in the learning process and predictive validity for learning outcome von Mengelkamp, Christoph, Bannert, Maria

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Effects of Induced Levels of Prior Knowledge on Monitoring Accuracy and Performance When Learning From Self-Regulated Problem Solving von Mihalca, Loredana, Mengelkamp, Christoph

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Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance von Pieger, Elisabeth, Mengelkamp, Christoph, Bannert, Maria

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Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance von Bannert, Maria, Sonnenberg, Christoph, Mengelkamp, Christoph, Pieger, Elisabeth

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Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? von Bannert, Maria, Mengelkamp, Christoph

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Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments, better control, and better performance? von Pieger, Elisabeth, Mengelkamp, Christoph, Bannert, Maria

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The role of self‐regulatory abilities in predicting performance while teleworking: A cross‐sectional and a panel study during the COVID‐19 pandemic von Mihalca, Loredana, Ratiu, Lucia, Mengelkamp, Christoph, Brendea, Gabriela, Metz, Daniel

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Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on von Grundgeiger, Tobias, Ertle, Franz, Diethei, Daniel, Mengelkamp, Christoph, Held, Volker

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Effects of a metacognitive support device in learning environments von Bannert, Maria, Hildebrand, Melanie, Mengelkamp, Christoph

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Accuracy of metacognitive judgments as a moderator of learner control effectiveness in problem-solving tasks von Mihalca, Loredana, Mengelkamp, Christoph, Schnotz, Wolfgang

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Completion problems can reduce the illusions of understanding in a computer-based learning environment on genetics von Mihalca, Loredana, Mengelkamp, Christoph, Schnotz, Wolfgang, Paas, Fred

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The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning? von Münchow, Hannes, Bannert, Maria, Mengelkamp, Christoph

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Focus of attention and choice of text modality in multimedia learning von Schnotz, Wolfgang, Mengelkamp, Christoph, Baadte, Christiane, Hauck, Georg

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Digital ist besser?! Psychologie der Online- und Mobilkommunikation

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Judgements about Knowledge: Searching for Factors that Influence their Validity von Mengelkamp, Christoph, Bannert, Maria

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E-Learning vs. E-Learning with Hands-on: An Experimental Study to Improve Clinical Skills von Diethei, Daniel, Ertle, Franz, Grundgeiger, Tobias, Mengelkamp, Christoph, Held, Volker

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Effects of a metacognitive support device in learning environments : THE USE OF SUPPORT DEVICES IN ELECTRONIC LEARNING ENVIRONMENTS von BANNERT, Maria, HILDEBRAND, Melanie, MENGELKAMP, Christoph

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