Jennifer Meyer

发表

The relationship of personality traits and different measures of domain-specific achievement in upper secondary education

O. Köller, Jan Retelsdorf, Johanna Fleckenstein, 2019, Learning and Individual Differences.

A closer look at the domain-specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large-scale longitudinal studies.

O. Köller, Johanna Fleckenstein, Jennifer Meyer, 2022, The British journal of educational psychology.

Judgment accuracy of German student texts: Do teacher experience and content knowledge matter?

Nils Machts, Johanna Fleckenstein, Thorben Jansen, 2022, Teaching and Teacher Education.

Impact of family process and status variables on student academic achievement

Jennifer Meyer, 2021 .

Impact of family involvement on student academic achievement

Jennifer Meyer, 2021 .

Conscientiousness and Cognitive Ability as Predictors of Academic Achievement: Evidence of Synergistic Effects From Integrative Data Analysis

U. Trautwein, O. Lüdtke, O. Köller, 2022, European Journal of Personality.

Knowledge of Results and Learning to Tell Time with Typically Developing 7- and 8-Year-Old Children: A Single Subject Research Design

M. Rice, Alexia E. Metz, Jennifer Meyer, 2011 .

Bringing Automatic Scoring into the Classroom - Measuring the Impact of Automated Analytic Feedback on Student Writing Performance

T. Zesch, Andrea Horbach, Johanna Fleckenstein, 2022, NLP4CALL.

Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures

O. Lüdtke, Thorben Jansen, Nicolas Hübner, 2023, Educational Psychology Review.

New analyses of an old topic: Effects of intelligence and motivation on academic achievement

O. Köller, J. Baumert, Steffani Saß, 2019 .

Which student and instructional variables are most strongly related to academic motivation in K-12 education? A systematic review of meta-analyses.

Allan Wigfield, J. Möller, Thorben Jansen, 2022, Psychological Bulletin.

Is a Long Essay Always a Good Essay? The Effect of Text Length on Writing Assessment

Jennifer L. Meyer, O. Köller, Johanna Fleckenstein, 2020, Frontiers in Psychology.

Center for the Study of Reading

Bonnie B. Armbruster, T. H. Anderson, Jennifer L. Meyer, 1987 .

Detours increase local knowledge—Exploring the hidden benefits of self-control failure

C. Wiesner, C. Lindner, Jennifer Meyer, 2021, PloS one.

To Those Who Have, More Will Be Given? Effects of an Instructional Time Reform on Gender Disparities in STEM Subjects, Stress, and Health

Wolfgang Wagner, H. Watt, Nicolas Hübner, 2022, Frontiers in Psychology.

Expectancy value interactions and academic achievement: Differential relationships with achievement measures

O. Köller, Johanna Fleckenstein, Jennifer Meyer, 2019, Contemporary Educational Psychology.

Openness to Experience and Museum Visits: Intellectual Curiosity, Aesthetic Sensitivity, and Creative Imagination Predict the Frequency of Visits to Different Types of Museums

G. Thoma, O. Köller, L. Kampschulte, 2023, Journal of Research in Personality.

Feedback on teachers' text assessment: Does it foster assessment accuracy and motivation?

J. Möller, Thorben Jansen, S. Schipolowski, 2023, Zeitschrift für Pädagogische Psychologie.

Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students' text revision, motivation, and positive emotions

Andrea Horbach, Johanna Fleckenstein, Thorben Jansen, 2023, Comput. Educ. Artif. Intell..

Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language

Johanna Fleckenstein, Stefan D. Keller, Maleika Krüger, 2024, Frontiers in psychology.

Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter?

U. Klusmann, Bastian Carstensen, Thorben Jansen, 2023, Teaching and Teacher Education.