Lenka Schnaubert

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Providing cognitive and metacognitive awareness information to support regulation in individual and collaborative learning settings

Lenka Schnaubert, 2019 .

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

Günter Daniel Rey, Steve Nebel, Sascha Schneider, 2021, Educational psychology review.

Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation

Daniel Bodemer, Lenka Schnaubert, S. Krukowski, 2021, Metacognition and Learning.

Providing different types of group awareness information to guide collaborative learning

Daniel Bodemer, Lenka Schnaubert, 2019, International Journal of Computer-Supported Collaborative Learning.

Providing different types of group awareness information to guide collaborative learning

Daniel Bodemer, Lenka Schnaubert, Daniel Bodemer, 2019, International Journal of Computer-Supported Collaborative Learning.

Effect of visual presentation of atherosclerotic carotid plaque on adherence to secondary preventive therapy using mHealth technologies (PreventiPlaque app): Study protocol for a randomized controlled trial

T. Rassaf, A. Mahabadi, Lenka Schnaubert, 2023, Heliyon.

Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation

Daniel Bodemer, Lenka Schnaubert, S. Krukowski, 2021, Metacognition and Learning.

Exploring feedback and student characteristics relevant for personalizing feedback strategies

Eric Andres, Susanne Narciss, Erica Melis, 2014, Comput. Educ..

Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning

Freydis Vogel, Lenka Schnaubert, 2022, International Journal of Computer-Supported Collaborative Learning.

Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties

Daniel Bodemer, Lenka Schnaubert, Christian Schlusche, 2023, Active Learning in Higher Education.

Group awareness and regulation in computer-supported collaborative learning

Daniel Bodemer, Lenka Schnaubert, 2022, International Journal of Computer-Supported Collaborative Learning.

Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design

Sascha Schneider, Lenka Schnaubert, 2022, Frontiers in Education.

Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments

Daniel Bodemer, Lenka Schnaubert, Daniel Bodemer, 2017 .

Student Behavior in Error-Correction-Tasks and Its Relation to Perception of Competence

Eric Andres, Susanne Narciss, Erica Melis, 2011, EC-TEL.

Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning

Freydis Vogel, Lenka Schnaubert, 2022, Int. J. Comput. Support. Collab. Learn..

Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies

Daniel Bodemer, C. Schlusche, Lenka Schnaubert, 2021, Frontiers in Education.

What interdependence can tell us about collaborative learning: a statistical and psychological perspective

Daniel Bodemer, Lenka Schnaubert, 2018, Res. Pract. Technol. Enhanc. Learn..

Combining Scripts, Group Awareness Tools and Self-Regulated Learning - Theoretical Implications and Practical Implementations

F. Fischer, Daniel Bodemer, R. Azevedo, 2020, International Conference of the Learning Sciences.

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

Günter Daniel Rey, Steve Nebel, Sascha Schneider, 2021, Educational Psychology Review.

Using Local and Global Self-evaluations to Predict Students' Problem Solving Behaviour

Eric Andres, Susanne Narciss, Sergey A. Sosnovsky, 2012, EC-TEL.