Henrik Bellhäuser
University of Mainz
Competence (human resources)StatisticsDeep learningTeamworkWeb applicationRadiologyWorld Wide WebCollaborative learningDevelopmental psychologyIndependent studyHomogeneity (statistics)Mathematics educationHyperintensityScrumOutcome (game theory)Diffusion MRIGermanArtificial intelligenceHumanitiesPsychologyBlended learningEducational technologyDistributed PracticeCognitionCerebral arteriesConscientiousnessDigital mediaPolitical sciencePhase (combat)Cognitive scienceSynchronous learningMultivariate analysis of varianceProcrastinationBasic needsClass (computer programming)Relation (database)Active learningMiddle cerebral arteryGroup workWell-beingSelf-regulated learningInvestment (macroeconomics)E-learning (theory)Focus (linguistics)Fabry diseaseTraining (civil)Vascular diseaseCourse (navigation)Peer learningAttendancePosterior cerebral arteryAcademic termComputer-supported collaborative learningLearning ManagementQuality (business)Distributed learningInformal learningTeacher inductionBasilar arteryAcademic achievementComplement (complexity)Big Five personality traitsProcess analysisOnline courseOnline learningNeed satisfactionMulti level analysisLearning progressPractical implicationsQuadratic trendDiagnostic informationIntervention effectTraining evaluationLinear trendLarge cohortExperiential learningComputer scienceSample (statistics)MultimediaMedical educationMultilevel modelKnowledge managementAutonomyStructural equation modelingMedicineApplied psychologySocial psychologySocial skillsEmotional exhaustionGroup (mathematics)
26Publications
5H-index
135Citations
Publications 26
Newest
#1Julian Burger (University of Mainz)H-Index: 1
#2Henrik Bellhäuser (University of Mainz)H-Index: 5
Last. Margarete Imhof (University of Mainz)H-Index: 15
view all 3 authors...
Abstract School-based mentoring is a key component of support during the challenging teacher induction phase, but different counseling approaches vary in their effectiveness in fostering novices’ well-being. This study investigates effects of two distinct mentoring approaches on emotional exhaustion by considering their potential to address mentees’ basic needs. Data stem from 579 beginning teachers enrolled in the German practical training period. Structural equation modeling indicates that con...
Source
Abstract The goal of the present study was to investigate how course instruction and individual differences in general academic competences and conscientiousness relate to students' learning strategy use and exam performance. The sample comprised two cohorts of university students who attended a lecture on the same topic, but with varying course instruction: In the blended course (N = 238), the teacher applied deadlines for self-testing and offered regular in-class meetings to encourage distribu...
Source
#1Adrienne Müller (University of Mainz)H-Index: 2
#2Henrik Bellhäuser (University of Mainz)H-Index: 5
Last. René Röpke (RWTH Aachen University)H-Index: 3
view all 4 authors...
This study analyzes the relation of group formation on outcomes of a 4-week online course for prospective students. Group formation was experimentally manipulated based on predefined criteria, pers...
1 CitationsSource
#1Sophie van der Beek (Heidelberg University)H-Index: 1
#2Henrik Bellhäuser (University of Mainz)H-Index: 5
Last. Silke Hertel (Heidelberg University)H-Index: 9
view all 4 authors...
Abstract. Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has...
1 CitationsSource
#1Maria Theobald (Leibniz Association)H-Index: 2
#2Henrik Bellhäuser (University of Mainz)H-Index: 5
Last. Matthias Nückles (University of Freiburg)H-Index: 22
view all 3 authors...
Source
#1Henrik Bellhäuser (University of Mainz)H-Index: 5
#2Björn Mattes (Technische Universität Darmstadt)H-Index: 1
Last. Patrick LiboriusH-Index: 1
view all 3 authors...
Abstract. Intrinsic and extrinsic motivation are related to learning success and academic achievement of university students. Process models of self-regulated learning (SRL) suggest that daily acad...
1 CitationsSource
1 CitationsSource
#1Dimitra Tsovaltzi (Saarland University)H-Index: 13
#2Armin Weinberger (Saarland University)H-Index: 32
Last. Jan van AalstH-Index: 17
view all 22 authors...
This symposium tackles a central topic in CSCL, group formation for productive collaborative learning with / in digital media. Traditional research on group formation has investigated mostly separate learner characteristics as preconditions of learning. Combinations of different learner characteristics and of learner characteristics with collaborative processes have been less in focus. Considering such combinations is necessary to represent the complexity of group interactions and learning. Desp...
1 CitationsSource
#1Maria Theobald (University of Mainz)H-Index: 2
#1Maria Theobald (University of Mainz)H-Index: 1
Last. Margarete Imhof (University of Mainz)H-Index: 15
view all 3 authors...
Abstract Online learning poses major challenges on students' self-regulated learning. This study investigated the role of learning strategies and individual differences in cognitive abilities, high school GPA and conscientiousness for successful online learning. We used longitudinal log-file data to examine learning strategies of a large cohort (N = 424) of university students taking an online class. Distributed learning, the use of self-tests and a better high school GPA was associated with bet...
9 CitationsSource
#1Henrik Bellhäuser (University of Mainz)H-Index: 5
#2Johannes Konert (Beuth University of Applied Sciences Berlin)H-Index: 7
Last. René Röpke (RWTH Aachen University)H-Index: 3
view all 4 authors...
2 CitationsSource