Jens Möller
University of Kiel
Competence (human resources)Empirical researchDevelopmental psychologyMathematics educationGermanHumanitiesPsychologyDomain (software engineering)CognitionPolitical scienceSocial comparison theoryCognitive psychologySelf-conceptTest (assessment)Teacher educationAcademic achievementGynecologyStructural equation modelingFrame of referenceSocial psychology
200Publications
38H-index
3,891Citations
Publications 199
Newest
#1Julian Fischer (Leibniz Association)
#2Thorben Jansen (CAU: University of Kiel)H-Index: 4
Last. Ute Harms (Leibniz Association)H-Index: 16
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To teach evolution efficiently teachers must be able to diagnose their students’ ideas and understanding of the phylogeny of organisms. This encompasses different facets of content-specific professional knowledge, that is, knowledge about core ideas and theories, as well as knowledge about respective misconceptions. However, as findings from the field of psychology have shown, diagnostic activities comprise a further facet, namely, teachers’ judgment accuracy. This refers to the question of whet...
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#1Fabian Wolff (CAU: University of Kiel)H-Index: 7
#2Jens Möller (CAU: University of Kiel)H-Index: 38
Dimensional comparisons between math and verbal achievements affect students’ academic self-concepts by increasing (decreasing) students’ self-concept in the subject with their intraindividual high...
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#1Annette LohbeckH-Index: 8
#2Maike TietjensH-Index: 10
Last. Jens MöllerH-Index: 38
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#1Maja Feddermann (CAU: University of Kiel)
#2Jens Möller (CAU: University of Kiel)H-Index: 38
Last. Jürgen Baumert (MPG: Max Planck Society)H-Index: 108
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Abstract The positive effects of Content and Language Integrated Learning (CLIL) on the development of students’ foreign language skills may have been overestimated by previous studies, since most studies failed to consider selection and preparation effects appropriately. Therefore, the present study used complete survey data from a 2002–2007 cohort to investigate English skill development of N = 385 German CLIL and N = 5,578 non-CLIL grammar school students from grade seven (M = 12.46, SD = 0.5...
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#1Fabian WolffH-Index: 7
#2Steffen ZitzmannH-Index: 8
Last. Jens MöllerH-Index: 4
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4 CitationsSource
#1Fabian Wolff (CAU: University of Kiel)H-Index: 7
#2Oliver Lüdtke (Leibniz Association)H-Index: 77
Last. Jens Möller (CAU: University of Kiel)H-Index: 38
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Abstract The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, p...
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#1Sonja Krämer (CAU: University of Kiel)H-Index: 1
#2Jens Möller (CAU: University of Kiel)H-Index: 38
Last. Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
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This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and thei...
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#1Thorben Jansen (CAU: University of Kiel)H-Index: 4
#2Cristina Vögelin (University of Basel)H-Index: 4
Last. Jens Möller (CAU: University of Kiel)H-Index: 38
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When judging subject-specific aspects of students’ texts, teachers should assess various characteristics, e.g., spelling and content, independently of one another since these characteristics are indicators of different skills. Independent judgments enable teachers to adapt their classroom instruction according to students’ skills. It is still unclear how well teachers meet this challenge and which intervention could be helpful to them. In Study 1, N = 51 pre-service teachers assessed four authen...
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#1Friederike HelmH-Index: 10
#2Jens MöllerH-Index: 38
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#1Thorben Jansen (CAU: University of Kiel)H-Index: 4
#2Cristina Vögelin (University of Basel)H-Index: 4
Last. Jens Möller (CAU: University of Kiel)H-Index: 38
view all 6 authors...
Abstract Teacher judgment accuracy (TJA) is a central part of diagnostic competence. Research has revealed heterogeneous results regarding teacher characteristics as determinants of TJA. In the present experimental study N = 36 experienced and N = 47 student teachers holistically and analytically assessed four student essays. We compared the judgments of teachers and student teachers to machine scores and expert ratings. Experienced teachers’ judgments were more negative than student teachers’, ...
4 CitationsSource