Tom Rosman
Tom Rosman
ZPID - Leibniz Institute for Psychology Information
Bestätigte E-Mail-Adresse bei - Startseite
TitelZitiert vonJahr
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
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
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
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
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
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
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
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
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
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
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
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 62, 49-61, 2018
Fachspezifische Erfassung von Recherchekompetenz durch prozedurale Wissenstests: Psychologie vs. Informatik
T Rosman, P Birke
Informationskompetenz im Hochschulkontext: Interdisziplinäre …, 2015
Epistemologische Überzeugungen und Wissenserwerb in akademischen Kontexten
AK Mayer, T Rosman
Überzeugungen und Möglichkeiten ihrer Beeinflussung durch Trainingsmaßnahmen …, 2016
Entwicklung fachspezifischer epistemologischer Überzeugungen bei Studienanfängern der Psychologie und Informatik
P Birke, T Rosman, AK Mayer
Überzeugungen und Möglichkeiten ihrer Beeinflussung durch Trainingsmaßnahmen …, 2016
Denken über Wissen und Wissenschaft: Epistemologische Überzeugungen
AK Mayer, T Rosman
Pabst Science Publishers, 2016
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
Mechanisms of Epistemic Change–Under which circumstances does diverging information support epistemic development?
M Kerwer, T Rosman
Frontiers in psychology 9, 2278, 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
Resolving scientific controversies to promote epistemic change: Testing an intervention concept
T Rosman, AK Mayer, S Merk, G Krampen
Manuscript submitted for publication, 2017
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