Marion Händel
Marion Händel
University of Applied Sciences Ansbach, Germany
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic
M Händel, M Stephan, M Gläser-Zikuda, B Kopp, S Bedenlier, A Ziegler
Journal of Research on Technology in Education, 1-13, 2020
A computer-based approach to fostering motivation and self-regulated learning
M Dresel, M Haugwitz
The Journal of Experimental Education 77 (1), 3-20, 2008
Assessing metacognitive knowledge: Development and evaluation of a test instrument
M Händel, C Artelt, S Weinert
Journal for Educational Research Online/Journal für Bildungsforschung Online …, 2013
The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender
M Dresel, M Haugwitz
High ability studies 16 (02), 201-218, 2006
Emergency remote teaching in higher education: mapping the first global online semester
M Bond, S Bedenlier, VI Marín, M Händel
International Journal of Educational Technology in Higher Education 18 (1), 1-24, 2021
Cognitive ability and the instructional efficacy of collaborative concept mapping
M Haugwitz, JC Nesbit, A Sandmann
Learning and individual differences 20 (5), 536-543, 2010
Student perceptions of high-achieving classmates
M Händel, W Vialle, A Ziegler
High ability studies 24 (2), 99-114, 2013
10 Motivational concepts and personality aspects across the life course
F Wohlkinger, H Ditton, J von Maurice, M Haugwitz, HP Blossfeld
Zeitschrift für Erziehungswissenschaft 14 (2), 155-168, 2011
Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing
M Händel, B Harder, M Dresel
Learning and Instruction 65, 101245, 2020
Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students
M Händel, ES Fritzsche
Memory & cognition 44 (2), 229-241, 2016
E-portfolio use and its effects on exam performance–a field study
M Händel, B Wimmer, A Ziegler
Studies in Higher Education 45 (2), 258-270, 2020
“Generation invisible?. Higher Education Students’(Non) Use of Webcams in Synchronous Online Learning
S Bedenlier, I Wunder, M Gläser-Zikuda, R Kammerl, B Kopp, A Ziegler, ...
International Journal of Educational Research Open 2, 100068, 2021
Kontextorientiertes Lernen und Concept Mapping im Fach Biologie: eine experimentelle Untersuchung zum Einfluss auf Interesse und Leistung unter Berücksichtigung von …
M Haugwitz
Individual differences in local and global metacognitive judgments
M Händel, ABH de Bruin, M Dresel
Metacognition and Learning, 1-25, 2020
Kooperatives Concept Mapping in Biologie: Effekte auf den Wissenserwerb und die Behaltensleistung
M Haugwitz, A Sandmann
Zeitschrift für Didaktik der Naturwissenschaften 15, 89–107, 2009
Assessment of metacognitive knowledge in students with special educational needs
M Händel, K Lockl, J Heydrich, S Weinert, C Artelt
Metacognition and Learning 9 (3), 333-352, 2014
Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape
M Händel, S Bedenlier, M Gläser-Zikuda, R Kammerl, B Kopp, A Ziegler
PsyArXiv, 2020
Collaborative modelling of the vascular system-designing and evaluating a new learning method for secondary students
M Haugwitz, A Sandmann
Journal of Biological Education 44 (3), 136-140, 2010
What do second-order judgments tell us about low-performing students’ metacognitive awareness?
ES Fritzsche, M Händel, S Kröner
Metacognition and Learning 13 (2), 159-177, 2018
Confidence in performance judgment accuracy: The unskilled and unaware effect revisited
M Händel, M Dresel
Metacognition and Learning, 2018
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