Maria Theobald
Leibniz Association
Bayesian probabilityMetacognitionBelief revisionDevelopmental psychologyPupillary responseGermanInclusion (education)PsychologyDistributed PracticeCognitionConscientiousnessSalience (language)Phase (combat)Cognitive psychologyCognitive scienceElement (criminal law)Self-regulated learningCourse (navigation)AngerPrideSurpriseDigital learningAcademic achievementOnline courseGoal achievementAchievement emotionsTheory basedScientific misconceptionsSample (statistics)Medical educationCooperative learningApplied psychologySocial psychologyModerationResource management
Publications 7
Abstract The present meta-analysis tested the effects of extended self-regulated learning training programs on academic performance, self-regulated learning strategies, and motivation of university students. The literature search revealed 49 studies (5,786 participants) that met the inclusion criteria. A three-level meta-analysis based on 251 effect sizes revealed an overall effect size of g = .38. The largest effect sizes were obtained for metacognitive strategies (g = .40) and resource managem...
#1Maria Theobald (Leibniz Association)H-Index: 2
#1Maria Theobald (Leibniz Association)H-Index: 1
Last. Garvin Brod (Goethe University Frankfurt)H-Index: 3
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Abstract The present study tested how students emotionally react to and deal with goal failure. We (1) examined students’ achievement emotions after they failed to achieve their learning goal and (2) tested whether students’ achievement emotions after goal failure predicted goal revision. We tested medical students (N = 344) who used a digital learning platform to prepare for a high-stakes exam. Students reported their learning goals (before studying) and their anger, tension, joy, and pride (af...
3 CitationsSource
#1Maria Theobald (Leibniz Association)H-Index: 2
#2Garvin Brod (Goethe University Frankfurt)H-Index: 11
Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with outcomes that conflicted with their misconception. Compa...
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...
#1Joseph ColantonioH-Index: 2
#2Igor BascandzievH-Index: 8
Last. Elizabeth BonawitzH-Index: 19
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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
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