Uni-Logo
Sie sind hier: Startseite Institut Mitarbeiter*innen Anja Prinz Dr. Anja Prinz
Artikelaktionen

Dr. Anja Prinz

prinz_anja

 

Learning and Instruction
Department of Education
University of Freiburg

Rempartstr. 11, 4. OG
79098 Freiburg
Germany

Tel:+49 (0)761 203-2457
E-Mail: anja.prinz|at|ezw.uni-freiburg.de

 

→ About

→ Research interests

→ Current and previous projects 

→ Publications 

→ Talks

→ Teaching

→ ERASMUS

 

>> zurück zur deutschen Version
(back to German)

 

About

Anja Prinz is research associate at the Department of Educational Science. She completed her master’s degree in psychology (M.Sc. Psychology: Learning Sciences) at the University of Munich. She finished her doctoral thesis "Advancing the understanding of metacomprehension accuracy: The impact of affect, misconceptions, and text type" under the supervision of Prof. Dr. Wittwer in December 2018.

back to top

 


Research interests

  • Text comprehension
  • Metacomprehension
  • Self-regulated learning
  • Misconceptions and conceptual change
  • Emotions
back to top

 


Current and previous projects

  • Subproject in the doctoral study course CURIOUS at the Freiburg Advanced Center of Education (FACE).
back to top

 


Publications

Prinz, A. (2019, May 26). Herausforderung Wissenschaftsorientierung im Lehramt: Warum und wie sollten angehende Lehrkräfte Statistik lernen? [The challenge of scientific orientation in teaching: Why and how should teacher students be trained in statistics?]. Freiburger Advanced Center of Education. Retrieved from https://www.face-freiburg.de/2019/studie_herausforderung-wissenschaftsorientierung/

 

Yousefpour, R., Prinz, A., & Ng, C. (2019). Public perceptions of climate change adaptation in Singapore dealing with forecasted sea level rise. Human and Ecological Risk Assessment. Advance online publication. doi:10.1080/10807039.2019.1580140

 

Prinz, A., Golke, S., & Wittwer, J. (2018). Refutation texts compensate for detrimental effects of misconceptions on comprehension and metacomprehension accuracy and support transfer. Journal of Educational Psychology. Advance online publication. doi:10.1037edu0000329

 LINK to manuscript version

©American Psychological Association, 2018. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: doi:10.1037/edu0000329

 

Prinz, A., Bergmann, V., & Wittwer, J. (in press). Happy but overconfident: Positive affect leads to inaccurate metacomprehension. Cognition and Emotion. Advance online publication. doi:10.1080/02699931.2018.1472553

LINK to manuscript version

The Version of Record of this manuscript has been published and is available in Cognition and Emotion. Advance online publication. Available at http://www.tandfonline.com/doi:10.1080/02699931.2018.1472553

See also: Gerenstein, R. (2018, September 18). Gute Laune kommt vor dem Fall: Positive Emotionen können den Lernerfolg schmälern, zeigt eine Freiburger Studie – worauf Studierende bei der nächsten Schreibtisch-Session achten sollten. Online-Magazin Albert-Ludwigs-Universität Freiburg. Retrieved from https://www.pr.uni-freiburg.de/pm/online-magazin/lehren-und-lernen/gute-laune-kommt-vor-dem-fall?set_language=de 

 

Prinz, A., Golke, S., & Wittwer, J. (2018). The double curse of misconceptions: Misconceptions impair not only text comprehension but also metacomprehension in the domain of statistics. Instructional Science, 46(5), 723-765. doi:10.1007/s11251-018-9452-6

LINK to manuscript version

This is a post-peer-review, pre-copyedit version of an article published in Instructional Science. The final authenticated version is available online at:

 

Prinz, A., Golke, S., & Wittwer, J. (2017). Refuting overconfidence: Refutation texts prevent detrimental effects of misconceptions on text comprehension and metacomprehension accuracy in the domain of statistics. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2937-2942). London, England: Cognitive Science Society. Retrieved from https://mindmodeling.org/cogsci2017/papers/0555/paper0555.pdf

back to top

 


Talks

Prinz, A., Golke, S., & Wittwer, J. (2019, August). Meta-analyses on relative metacomprehension accuracy and interventions to improve it. Paper presented at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Prinz, A., Golke, S., & Wittwer, J. (2019, April). Running out of hope: Negative achievement emotions lead to poorer text comprehension and greater underconfidence. Paper presented at the 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.

Prinz, A., Golke, S., & Wittwer, J. (2018, August). What interventions best improve relative metacomprehension accuracy? Meta-analytic insights. Paper presented at the 8th International Biennial Conference of the EARLI Special Interest Group 16 Metacognition (SIG 16), Zurich, Switzerland.

Prinz, A., Bergmann, V., & Wittwer, J. (2018, August). Sad but true? Negative and neutral affect lead to more accurate metacomprehension than positive affect. Poster presented at the 8th International Biennial Conference of the EARLI Special Interest Group 16 Metacognition (SIG 16), Zurich, Switzerland.

Prinz, A., Golke, S., & Wittwer, J. (2018, April). A mixed methods study on the effects of misconceptions and text type on metacomprehension. In S. Golke & A. Prinz (Chairs), Advances in understanding metacomprehension accuracy of expository text. Symposium conducted at the 2018 Annual Meeting of the American Educational Research Association (AERA), New York City, USA.

Prinz, A., Golke, S., & Wittwer, J. (2018, February). Reducing overconfidence, supporting transfer: Refutation texts can compensate the detrimental impact of misconceptions on metacomprehension accuracy and promote transfer of knowledge. Paper presented at the 6th Conference of the Society for Empirical Educational Research (GEBF), Basel, Switzerland.

Prinz, A., Golke, S., & Wittwer, J. (2017, August). Misconceptions impede text comprehension and metacomprehension accuracy in the domain of statistics. Paper presented at the 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.

Prinz, A., Golke, S., & Wittwer, J. (2017, August). Refutationtexts support text comprehension and metacomprehension accuracy in the domain of statistics. Paper presented at the 21st Conference of the Junior Researchers of the European Association for Research on Learning and Instruction (JURE), Tampere, Finland.

Prinz, A., Golke, S., & Wittwer, J. (2017, March). To what extent do misconceptions impair metacomprehension accuracy in the domain of statistics? In A. Prinz & S. Golke (Chairs), The challenge of metacognition: Which factors contribute to inaccurate self-assessments of text comprehension and how can inaccurate self-assessments be prevented? Symposium conducted at the 5th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg, Germany.

Prinz, A., Golke, S., & Wittwer, J. (2016, November). Learning in statistics: What role do misconceptions play for self-regulated learning from statistics texts? Poster presented at the Day of Learning and Teaching 2016 of the University of Freiburg, Freiburg, Germany.

Prinz, A., Golke, S., & Wittwer, J. (2016, August). The role of misconceptions in learning from texts: To what extent do misconceptions affect students’ conceptual and procedural text comprehension and metacomprehension accuracy in the domain of statistics? Paper presented at the 7th International Biennial Conference of the EARLI Special Interest Group 16 Metacognition, Nijmegen, the Netherlands.

Prinz, A., Golke, S., & Wittwer, J. (2016, März). Attitudes towards statistics and metacomprehension of a statistics text: Differential effects of judgement time and knowledge type. Paper presented at the 4th Conference of the Society for Empirical Educational Research (GEBF), Berlin, Germany.

back to top

 


Teaching

  • Learning and cognition
  • Designing and planning research and evaluation studies
  • Conducting and documenting research and evaluation studies
  • Research methods
back to top

 


ERASMUS

Students from abroad, who are interested in studying at the Department of Educational Science via ERASMUS (incomings), can find information here (in German). 

Information about ERASMUS for students of the Department of Educational Science, who are interested in going abroad with ERASMUS (outgoings), can be found here:

https://ilias.uni-freiburg.de/goto.php?target=crs_110612&client_id=unifreiburg

Please ask the administrative assistants of the department for the pass word to log in to the ILIAS course.

back to top

 

Benutzerspezifische Werkzeuge