My research is dedicated to the exploration, development, and evaluation of digital learning systems, particularly intelligent tutorial systems (Kulik & Fletcher, 2016; Mousavinasab et al., 2021) that support learners in digital self-regulated learning (Azevedo et al., 2011; Schunk & Zimmerman, 2023; Winters et al., 2008; Zimmerman & Schunk, 2011). In this regard, I am pursuing different projects
Initiating and maintaining goal-directed learning activities present a major self-regulatory challenge (Schunk & Zimmerman, 2023; Zimmerman & Schunk, 2011). This is also true in digital learning environments (Azevedo et al., 2011; Winters et al., 2008). In my research, I examine inter- and intraindividual differences in self-regulated learning behaviors, their antecedent conditions, and their predictive validity.
The use of behavioral data from ecologically highly valid digital learning environments provides unique insight into learning behavior compared to self-report data alone. Research programs are currently underway with various collaborative partners using different theoretical approaches.
Preliminary results of this research have already been presented at scientific meetings:
Performance appraisal is the evaluation of outcomes measured against standards of comparison (Heckhausen, 1974). Different standards (reference norms) can be used for performance appraisal, such as a critical reference norm that evaluates the outcome against established factual criteria. In addition to this factual reference norm, however, judgers may draw on intra- and interindividual comparisons and evaluate the performance of the appraisee against prior performance (individual reference norm) or against the performance of others (social reference norm).
Research on teachers' reference norm orientation has been extremely fruitful (Rheinberg, 1980; 1982; see also Mischo & Rheinberg, 1995; Rheinberg & Krug, 1993). However, except for a few acceptances (Dickhäuser et al., 2017; Lüdtke et al., 2005; Retelsdorf & Günther, 2011), the literature is limited to German-speaking countries and a current systematic survey of the existing literature as well as a quantitative synthesis is lacking.
As part of the current META-BNO research project, I aim to produce such a review paper on the effects of teachers' reference norm orientations with Prof. Dr. Oliver Dickhäuser and with the support of our research interns, Julia Hilpert and Jakob Maurer.
If you have (unpublished) manuscripts or data that should be included in this research project, please feel free to contact us.
In addition to the projects outlined, my research is concerned with the following additional topics and constructs, some of which are related to or arose from the aforementioned research projects or were illuminated in the context of supervised theses:
|since 2018||Doctoral student, Chair of Educational Psychology at the Center for Doctoral Studies in Social and Behavioral Sciences (CDSS) der Graduate School of Economic and Social Sciences (GESS)|
|since 2014||Founder of the e-learning Start-Up “Co-Tutor”|
|2016 – 2018||M.Sc. Psychology (Work, Economy and Society), University of Mannheim|
|2012 – 2016||B.Sc. Psychology, University of Mannheim|