Julia Klug
University of Vienna
Competence (human resources)Lifelong learningMetacognitionHigher educationDevelopmental psychologyMathematics educationGermanPsychologyCognitionPolitical sciencePedagogySelf-regulated learningBoredomTeacher educationAcademic achievementTraining programStudent learningAchievement emotionsJoint influenceSchool teachersEducational researchMedical educationMediation (statistics)Bootstrapping (linguistics)Social psychologyGoal modeling
36Publications
10H-index
437Citations
Publications 35
Newest
#1Evelyn BergsmannH-Index: 7
#2Julia KlugH-Index: 10
Last. Christiane SpielH-Index: 30
view all 5 authors...
Source
#1Nora Maria Foerst (University of Vienna)H-Index: 2
#2Andreas Pfaffel (University of Vienna)H-Index: 4
Last. Barbara Schober (University of Vienna)H-Index: 18
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Obwohl es bereits einige Studien gibt, die fur die Effektivitat von App-Interventionen im Bildungskontext sprechen, gibt es bisher keine systematisch evaluierte App zur Forderung von SRL. Im vorliegenden Beitrag wird eine Pilotstudie zu einer SRL-Intervention im App-Format zur Unterstutzung von Studierenden beim Schreiben ihrer Bachelorarbeit vorgestellt. Interventionsziel war die Forderung von Wissen zu und Anwendung von metakognitiven SRL-Strategien sowie motivationalen Kompetenzen. In einem q...
2 CitationsSource
#1Evelyn Bergsmann (University of Veterinary Medicine Vienna)H-Index: 7
#2Julia Klug (University of Vienna)H-Index: 10
Last. Christiane Spiel (University of Vienna)H-Index: 30
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AbstractThere is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes c...
6 CitationsSource
#1Stephanie Herppich (University of Freiburg)H-Index: 7
Last. Anna Südkamp (Technical University of Dortmund)H-Index: 9
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In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully cope with specific situations. Integrating research on assessment processes, practices, and products, we specify the range of situations our model applies to, and discuss how its elements may become involved and measurable in a variable assessment pro...
57 CitationsSource
#1Julia KlugH-Index: 10
#2Marie-Therese Schultes (UNC: University of North Carolina at Chapel Hill)H-Index: 6
Last. Christiane SpielH-Index: 30
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Abstract Forty-seven secondary school teachers participated in a four-week training program on assessment strategies. A subgroup of 15 teachers documented their implementation of the training content and rated their reflective practice in standardized diaries. Teachers most often applied techniques of trying to avoid judgment biases, followed by systematic observation. The higher teachers' self-reported use of reflection and the greater the frequency of open reflection in the diaries, the better...
5 CitationsSource
#1Nora Maria Foerst (University of Vienna)H-Index: 2
#2Julia Klug (University of Vienna)H-Index: 10
Last. Barbara Schober (University of Vienna)H-Index: 18
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University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance...
15 CitationsSource
#1Lisa Bardach (University of Vienna)H-Index: 9
Last. Ernesto PanaderoH-Index: 26
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#1Mara Gerich (Technische Universität Darmstadt)H-Index: 5
#2Monika Trittel (Technische Universität Darmstadt)H-Index: 3
Last. Bernhard Schmitz (Technische Universität Darmstadt)H-Index: 23
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In their professional routines, teachers must perform highly complex and demanding tasks that require extensive counseling and diagnostic competence. There is a growing request for programs that foster these important teacher competencies in educational practice (e.g., German Society for Psychology, Psychologie in den Lehramtsstudiengangen: Ein Rahmencurriculum [Psychology in teacher education: A framework curriculum]. Retrieved from http://www.dgps.de/_download/2008/Psychologie_Lehramt_Curricul...
Source
#1Stephanie HerppichH-Index: 7
Last. Anna SüdkampH-Index: 9
view all 16 authors...
7 Citations
#1Julia Klug (University of Vienna)H-Index: 10
#2Mara Gerich (Technische Universität Darmstadt)H-Index: 5
Last. Bernhard Schmitz (Technische Universität Darmstadt)H-Index: 23
view all 3 authors...
Diagnostizieren zahlt zu den zentralsten Kompetenzen von Lehrkraften. Bisher wurde die diagnostische Kompetenz meist als Urteilsgenauigkeit operationalisiert. Kurzlich wurde ein Prozessmodell entwickelt und empirisch uberpruft, das den Diagnoseprozess beschreibt, den Lehrkrafte zum Ziel der Diagnostik und Forderung durchlaufen. Es konnte gezeigt werden, dass es noch grosen Forderbedarf gibt. Zum Ziel der Forderung nahmen 47 Gymnasiallehrkrafte an der vorliegenden Studie teil, die drei quasi-expe...
6 Citations