Sie sind hier: Startseite Institut Prof. Dr. Matthias Nückles Publikationen (Auswahl)

Publikationen (Auswahl)


  1. Burkhart, C., Lachner, A., & Nückles, M. (in press). Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations. Journal of Educational Psychology.

  2. Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (in press). The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09541-1

  3. Wegner, E., Burkhart, C., Weinhuber, M., & Nückles, M. (2020). What metaphors of learning can (and cannot) tell us about students' learning. Learning and Individual Differences, 80, 101884. https://doi.org/10.1016/j.lindif.2020.101884

  4. Roelle, J., & Nückles, M. (2019). Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters. Journal of Educational Psychology 111, 1341-1361. https://doi.org/10.1037/edu0000345

  5. Weinhuber, M., Lachner, A., Leuders, T., & Nückles, M. (2019). Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers’ explanations. Journal of Experimental Psychology: Applied, 25, 618–646. https://dx.doi.org/10.1037/xap0000227 (APA D3 Early Career Award to Dr. Mona Weinhuber for the most outstanding empirical paper by a new scholar in 2019).

  6. Lachner, A., Weinhuber, M., & Nückles, M. (2019). To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of principle-oriented explanations. Contemporary Educational Psychology, 58, 175-185. https://doi.org/10.1016/j.cedpsych.2019.03.008

  7. Lachner, A., Burkhart, C., & Nückles, M. (2017). Mind the gap! Automated concept-map feedback supports students in writing  cohesive explanations. Journal of Experimental Psychology. Applied, 23, 29–46. https://doi.org/10.1037/­xap0000111

  8. Lachner, A. & Nückles, M. (2016). Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. Instructional Science, 44, 221-242. https://doi.org/10.1007/s11251-015-9365-6
  9. Lachner, A. & Nückles, M. (2015). Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning. Journal of Experimental Psychology: Applied, 21, 101-115. https://dx.doi.org/10.1037/xap0000038

  10. Wäschle, K., Allgeier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning, Learning and Instruction, 29, 103-114. https://doi.org/10.1016/j.learninstruc.2013.09.005 (among the top five most downloaded articles of Learning and Instruction in 2014)

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