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Tom Rosman
Tom Rosman
Leibniz Institute for Psychology (ZPID)
Bestätigte E-Mail-Adresse bei leibniz-psychology.org - Startseite
Titel
Zitiert von
Zitiert von
Jahr
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
842015
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
742017
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
682017
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
662016
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
612018
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
612017
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), 18898, 2021
532021
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
512018
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
51*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
492016
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
432016
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
412018
Open science and public trust in science: Results from two studies
T Rosman, M Bosnjak, H Silber, J Koßmann, T Heycke
Public Understanding of Science 31 (8), 1046-1062, 2022
382022
Do open-science badges increase trust in scientists among undergraduates, scientists, and the public?
J Schneider, T Rosman, A Kelava, S Merk
Psychological Science 33 (9), 1588-1604, 2022
38*2022
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
362019
Smart but evil? student-teachers’ perception of educational researchers’ epistemic trustworthiness
S Merk, T Rosman
Aera Open 5 (3), 2332858419868158, 2019
322019
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
282015
Mechanisms of Epistemic change—Under which circumstances does diverging information support epistemic development?
M Kerwer, T Rosman
Frontiers in Psychology 9, 2278, 2018
262018
Why do we want health information? The goals associated with health information seeking (GAINS) questionnaire
A Chasiotis, O Wedderhoff, T Rosman, AK Mayer
Psychology & health 35 (3), 255-274, 2020
252020
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
252018
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