Tom Rosman
Tom Rosman
ZPID - Leibniz Institute for Psychology
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
Combining self-assessments and achievement tests in information literacy assessment: Empirical results and recommendations for practice
T Rosman, AK Mayer, G Krampen
Assessment & Evaluation in Higher Education 40 (5), 740-754, 2015
Conceptions of scientific knowledge influence learning of academic skills: epistemic beliefs and the efficacy of information literacy instruction
T Rosman, J Peter, AK Mayer, G Krampen
Studies in Higher Education 43 (1), 96-113, 2017
Pre-service teachers’ perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs
S Merk, T Rosman, J Rueß, M Syring, J Schneider
PloS one 12 (9), e0184971, 2017
A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity
T Rosman, AK Mayer, G Krampen
Computers & Education 96, 94-108, 2016
The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study
T Rosman, AK Mayer, M Kerwer, G Krampen
Learning and Instruction 49, 166-177, 2017
Topic specific epistemic beliefs: Extending the theory of integrated domains in personal epistemology
S Merk, T Rosman, KR Muis, A Kelava, T Bohl
Learning and Instruction 56, 84-97, 2018
Measuring psychology students’ information-seeking skills in a situational judgment test format: Construction and validation of the PIKE-P Test
T Rosman, AK Mayer, G Krampen
European Journal of Psychological Assessment 32, 220-229, 2016
Assessing epistemic sophistication by considering domain‐specific absolute and multiplicistic beliefs separately
J Peter, T Rosman, AK Mayer, N Leichner, G Krampen
British Journal of Educational Psychology 86 (2), 204-221, 2016
Need for cognitive closure may impede the effectiveness of epistemic belief instruction
T Rosman, AK Mayer, J Peter, G Krampen
Learning and Individual Differences 49, 406-413, 2016
Reprint of “Conceptual change and knowledge integration as learning processes in higher education: a latent transition analysis”
M Flaig, BA Simonsmeier, AK Mayer, T Rosman, J Gorges, M Schneider
Learning and Individual Differences 66, 92-104, 2018
The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory
C Bohndick, T Rosman, S Kohlmeyer, HM Buhl
Higher Education 75 (5), 839-854, 2018
Straight from the scientist’s mouth—plain language summaries promote laypeople’s comprehension and knowledge acquisition when reading about individual research findings in …
M Kerwer, A Chasiotis, J Stricker, A Günther, T Rosman
Collabra: Psychology 7 (1), 2021
Smart but evil? student-teachers’ perception of educational researchers’ epistemic trustworthiness
S Merk, T Rosman
Aera Open 5 (3), 2332858419868158, 2019
On the benefits of ‘doing science’: Does integrative writing about scientific controversies foster epistemic beliefs?
T Rosman, AK Mayer, S Merk, M Kerwer
Contemporary Educational Psychology 58, 85-101, 2019
Intelligence, academic self-concept, and information literacy: The role of adequate perceptions of academic ability in the acquisition of knowledge about information searching
T Rosman, AK Mayer, G Krampen
Information Research 20 (1), 2015
On the pitfalls of bibliographic database searching: Comparing successful and less successful users
T Rosman, AK Mayer, G Krampen
Behaviour & Information Technology 35 (2), 106-117, 2016
Will COVID‐19‐related economic worries superimpose health worries, reducing nonpharmaceutical intervention acceptance in Germany? A prospective pre‐registered study
T Rosman, M Kerwer, H Steinmetz, A Chasiotis, O Wedderhoff, C Betsch, ...
International Journal of Psychology 56 (4), 607-622, 2021
Will COVID-19-related economic worries superimpose the health worries, reducing acceptance of social distancing measures? A prospective pre-registered study
T Rosman, A Chasiotis, M Kerwer, H Steinmetz, O Wedderhoff, M Bosnjak
ZPID (Leibniz Institute for Psychology Information), 2020
Mechanisms of Epistemic change—Under which circumstances does diverging information support epistemic development?
M Kerwer, T Rosman
Frontiers in Psychology 9, 2278, 2018
Epistemic beliefs as predictors of epistemic emotions: Extending a theoretical model
T Rosman, AK Mayer
British Journal of Educational Psychology 88 (3), 410-427, 2018
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