Status: 11.2022

2022

Franzen, K. Moschner, B. & Hellmich, F. (2022). Quality of experiences from inclusive teaching and self-efficacy beliefs of primary school teachers. In T. Müller, C. Ratz, R. Stein & C. Lüke (Eds.), Special education - between decategorisation and recategorisation (pp. 334-340). Bad Heilbrunn: Klinkhardt.

2021

Lohbeck, A. & Moschner, B. (2021). Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role? European Journal of Psychology of Education, doi.org/10.1007/s10212-021-00583-9

2019

Schlesier, J., Wagener, U. & Moschner, B. (2019). Observation as a method for researching self-regulated learning in primary school children. In F. Hartnack (Ed.), Qualitative research with children: Challenges, Methods and Concepts (pp. 279-310). Wiesbaden: Springer.

Schlesier, J. Roden, I. & Moschner, B. (2019). Emotion regulation in primary school children: A systematic review. Children and Youth Services Review, ISSN 0190-7409, https://doi.org/10.1016/j.childyouth.2019.02.044

Wagener, U., Reimer, M., Lüschen, I., Schlesier, J., & Moschner, B. (2019). "Krass lehramtsbezogen" -Lehramtsstudierende wünschen sich mehr Kohärenz in ihrem Studium. Herausforderung Lehrer_innen-bildung, Zeitschrift zur Konzeption, Gestaltung und Diskussion 2(1), 210-215. doi.org/10.4119/UNIBI/hlz

2018

Lohbeck, A., Schlesier, J., Wagener-Praed, U. & Moschner, B. (2018). Emotions, emotion regulation and cognitive learning strategies in educational science and teaching students. In G. Hagenauer & T. Hascher (Eds.), Emotions and emotion regulation in schools and universities. Münster: Waxmann

Bernholt, A., Hagenauer, G., Lohbeck, A., Gläser-Zikuda, M., Moschner, B., Klaß, S., Wolf, N., Lüschen, I., & Dunker, N. (2018). Conditional factors of student teacher satisfaction. Journal of Educational Research Online. (JERO). 10, 1, S. 24-51

Hagenauer, G., Ittner, D., Hofmann, F., Stephan, M., Gläser-Zikuda, M., Lohbeck, A., Bernholt, A., & Moschner, B. (2018). On the relationship between perceived university teaching-learning environment and test anxiety. Journal for Higher Education Development. 13 (1), 105-127.

Hagenauer, G., Gläser-Zikuda, M. & Moschner, B. (2018).University students'emotions, life- satisfaction and study commitment: A self-determination theoretical perspective. Journal of Further and Higher Education. 42 (6), 808-826.

2017

Lohbeck, A., Hagenauer, G., Mühlig, A., Moschner, B., & Gläser-Zikuda, M. (2017). Procrastination in students of the teaching profession and educational science. Journal of Educational Science, 20(3), 521-536. doi: 10.1007/s11618-016-0718-y

Lohbeck, A., Grube, D. & Moschner, B. (2017). Academic self-concept and causal attributions for success and failure among elementary school children. International Journal of Early Years Education, 25 (2), 1-14.

Hagenauer, G., Gläser-Zikuda, M. & Moschner, B. (2017, online first) University students' emotions, life- satisfaction and study commitment: A self-determination theoretical perspective. Journal of Further and Higher Education. Doi: 10.1080/0309877X.2017.1323189

Bernholt, A., Gruber, H. & Moschner, B. (Eds.). (2017). Knowledge and learning: How epistemic beliefs influence school, university and the world of work. Münster: Waxmann.

Bernholt, A., Gruber, H. & Moschner, B. (2017). Epistemic beliefs, a field of research. In A. Bernholt, H. Gruber & B. Moschner (Eds.), Knowledge and learning: How epistemic beliefs influence school, university and the world of work. (S. 7-13). Münster: Waxmann.

Bernholt, A. & Moschner, B. (2017). Correlations of epistemic beliefs and self-related cognitions in students. In A. Bernholt, H. Gruber & B. Moschner (Eds.), Knowledge and learning: How epistemic beliefs influence school, university and the world of work. (S. 123-141). Münster

Moschner, B. & Gruber, H. (2017). Capturing epistemic beliefs with the Fee. In A. Bernholt, H. Gruber & B. Moschner (Eds.), Knowledge and learning: How epistemic beliefs influence school, university and the world of work. (S. 17-38). Münster: Waxmann.

Walter-Laager, C, Brandenberg, K., Tinguely, L., Schwarz, J., Pfiffner, M. & Moschner, B. (2017) Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062-1072.

Lüschen, I., Moschner, B. & Walter-Laager, C. (2017). Interest + engagement = learning gain? A quantitative-empirical study of young children's use of a language learning app. In: K. Mayrberger, J. Fromme, P. Grell & T. Hug (Eds.), Yearbook of Media Education 13 (pp. 165-178). Wiesbaden: Springer VS.

2016

Lohbeck, A., Hagenauer, G., & Moschner, B. (2016). On the interplay between school self-concept, enjoyment of learning, learning behaviour and school performance at primary school age. Journal of Educational Research, 6 (1), 53-69.

Walter-Laager, C, Brandenberg, K., Tinguely, L., Moschner, B., Schwarz, J. & Pfiffner, M. (2016). Interests of young children. Early education, 5(1), 40-49.

Schmidt, F. & Moschner , B. (2016). "Stranger sisters" and "critical friends" - Teaching and learning in an interdisciplinary doctoral programme in teacher education. In I. Winkler & F. Schmidt (Eds.), Interdisciplinary research in German didactics. "Foreign sisters" in dialogue. (S. 201-224). Frankfurt a. M.: Lang.

2014

Sanders, U. & Moschner, B. (2014). How can learning be made more gender-equitable? A co-operation project between school and university. In C. Theurer, C. Siedenbiedel & J. Budde (Eds.), Learning and gender (pp. 311-316). Immenhausen: Prolog-Verlag.

Walter-Laager, C. Moschner, B., Brandenberg, K., Tinguely, L. Schwarz, J. & Pfiffner, M. (2014). Young children explore the modern world. What role do digital and print media play in vocabulary acquisition and early childhood interest? IESP: Lindau.

2013

Prediger, S., Komorek, M., Fischer A., Hinz, R., Hußmann, S., Moschner, B., Ralle, B. & Thiele, J. (2013). The long road to lesson design. On the justification and implementation of subject-specific didactic research and development programmes. In M. Komorek & S. Prediger (Eds.), The long road to instructional design. On the justification and implementation of subject-specific didactic research and development programmes (pp. 9-23). Münster: Waxmann.

Komorek, M. Fischer, A. & Moschner, B. (2013). Subject-didactic structuring as a basis for lesson designs. In M. Komorek & S. Prediger (Eds.), The long road to lesson design. On the justification and implementation of subject-specific didactic research and development programmes (pp. 43-62). Münster: Waxmann.

Zierer, K., Speck, K & Moschner, B. (Eds.). (2013). Methods of educational research. Munich: Reinhardt UTB.

2011

Moschner, B. & Anschütz, A, (2011). How long does the "Big-Fish-Little-Pond" effect last after the transition from primary school to secondary school? In F. Hellmich & F. Günther (Eds.), Self-concepts at primary school age. Models, empirical results, pedagogical consequences (pp. 195-208) Stuttgart: Kohlhammer.

Wernke, S., Wagener, U., Anschuetz, A. & Moschner, B. (2011). Assessing cognitive and metacognitive learning strategies in school children: Construct validity and arising questions. International Journal of Research and Review, 6(2), 19-38.

Anschütz, A., Bernholt, S., Özyurt, J., Lenk, J., Moschner, B., Parchmann, I., Möbus, C. & Thiel, C.M. (2011). Impact of affective and informative feedback on learning in children before and after a reattribution training - An integrated approach using neuroimaging, educational research, and modelling. In J. Özyurt, A. Anschütz, S. Bernholt & J. Lenk (Eds.), Interdisciplinary Perspectives on Cognition, Education and the Brain. Hanse Studies, Vol.7 (pp. 31-40). Oldenburg: BIS-Verlag.

Özyurt, J. Anschütz, A., Moschner, B., Parchmann, I. & Thiel, C.M. (2011). The role of immediate informative and non-informative feedback on overall performance and subsequent learning. In J. Özyurt, A. Anschütz, S. Bernholt & J. Lenk (Eds.), Interdisciplinary Perspectives on Cognition, Education and the Brain. Hanse Studies, Vol.7 (pp. 101-108). Oldenburg: BIS-Verlag.

2010

Moschner, B. (2010). Educational psychology and gender studies. In G. Steins (Ed.), Handbook of Psychology and Gender Studies (pp. 175-187) Wiesbaden: VS-Verlag für Sozialwissenschaften.

Moschner, B. (2010). Possibilities and limitations in modularised degree programmes (pp. 25-43). In U. Eberhardt (Ed.), New impulses in higher education didactics. Wiesbaden: VS-Verlag für Sozialwissenschaften.

Bernholt, S., Parchmann, I., Anschütz, A., Moschner, B., Özyurt, J. & Thiel, C. (2010). Understanding the language of chemistry: Son2e, CaCl2 und Molekülmodelle [Understanding the language of chemistry]. In D. Höttecke (Ed.), Development of scientific thinking between phenomena and systematics (pp. 296 - 298). Münster: LIT Verlag.

Moschner, B. & Dickhäuser, O. (2010). Self-concept. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 760 - 767, 4th, revised and expanded edition). Weinheim: Psychologie Verlags Union.

Moschner, B. & Anschütz, A. (2010). Combining and integrating qualitative and quantitative research methods in an interdisciplinary research project. In I. Diethelm, C. Dörge, C. Hildebrandt & C. Schulte (Eds.), Didaktik der Computing Science - Möglichkeiten empirischer Forschungsmethoden und Perspektiven der Fachdidaktiken. 6th Workshop of the GI-DDI Division in Oldenburg (pp. 11-20). Bonn: Köllen Verlag.

2009

Moschner, B., Hinz, R. & Wendt, V. (Eds.). (2009). Professionalising teaching. School development in practice. Berlin:Cornelson Scriptor.

Siebertz-Reckzeh, K., Schweer, M. K. W., Kruse, C., Moschner, B. & Wernke, S. (2009). E-learning in large events. In: H.-J- Appelrath & L. Schulze (eds.), On the way to excellent e-learning. Networking and co-operation in higher education teaching in Lower Saxony (pp. 103-113). Münster: Waxmann.

Fichten, W. & Moschner, B. (2009). Research-based learning in teacher training in Oldenburg. In B. Roters, R. Schneider, B. Koch-Priewe, J. Thiele & J. Wildt (Eds.), Forschendes Lernen im Lehramtsstudium. University didactics - professionalisation - competence development (pp. 242-270). Bad Heilbrunn: Klinkhardt.

2008

Moschner, B. (2008). Learning and motivation. In: W. Topsch & B. Moschner (Eds.), Starting school. Didactic perspectives for the first school year (pp. 42-62). Bad Heilbrunn: Klinkhardt.

Topsch, W. & Moschner, B. (2008). Introduction. In: W. Topsch & B. Moschner (Eds.), Schulstart. Didactic perspectives for the first school year (pp. 9-20). Bad Heilbrunn: Klinkhardt.

Moschner, B. (2008). Learning from mistakes? In K. Hagedorn (Ed.), Biotopes of encouragement. 25 years of university pastoral care in Oldenburg (pp. 179-189). Oldenburg: BIS-Verlag.

Moschner, B., Anschütz, A., Wernke, S. & Wagener, U. (2008). Measurement of epistemological beliefs and learning strategies of elementary school children. In: M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies across Diverse Cultures (pp. 127-147). Amsterdam: Springer.

Moschner, B., Anschütz, A., Özyurt, J., Thiel, C & Parchmann, I. (2008). Error feedback in learning tasks: First results from studies with 10- to 13-year-olds. In: E.-M. Lankes (Ed.), Pedagogical professionalism as an object of empirical research (pp. 165-176). Münster: Waxmann.

Cohrs, J. C. & Moschner, B. (2008). Constructive patriotism and National pride in Germany: Similarities and differences. In: R. Farnen, D. German, H. Dekker, C. De Landtsheer & H. Suenker (Eds.), Political culture, socialisation, democracy and education. Interdisciplinary and cross-national perspectives for a new century (pp. 13-26). Frankfurt: Peter Lang.

Moschner, B. (2008). Learning and performance support in the classroom. In M. K. W. Schweer, (Eds.), Teacher-student interaction (pp. 327-341). Wiesbaden: Verlag für Sozialwissenschaften.

Moschner, B., Wagener, U. , Anschütz, A. & Wernke, S. (2008). Children as research subjects in teaching-learning research. Examples of method triangulations. In F. Hellmich (Ed.), Lehr-Lernforschung in der Grundschulpädagogik (pp. 265-280). Bad Heilbrunn: Klinkhardt

Moschner, B. (2008). Mistakes make you smart, so one mistake is not enough. Erwägen Wissen Ethik, 19 (3), 345-349.

Dunker, N., Schmidt, D., Moschner, B. & Parchmann, I. (2008). Acquiring technical terms - developing technical concepts. Concept mapping as a means of understanding and linking concepts. Teaching Chemistry, 19 (106/107), 30-34.

Dunker, N., B. Moschner & I. Parchmann (2008). Studies on the learning effectiveness of concept maps for the didactic reconstruction of the topic "fire". In D.
Höttecke (Ed.), Competences, competence models, competence development. Society for Didactics of Chemistry and Physics. Annual conference in Essen 2007. Münster: LIT-Verlag, 209-212.

2007

Cohrs, J. C., Maes, J., Kielmann, S. & Moschner, B. (2007). Determinants of human rights attitudes and behaviour: A comparison and integration of psychological perspectives. Political Psychology, 28 (4), 441-469.

Moschner, B. (2007). Self-regulation as an opportunity for individual learning. Pädagogische Rundschau, 61 (5), 583 - 598.

2006

Moschner, B. & Dickhäuser, O. (2006). Self-concept. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 685 - 692, 3rd, revised and expanded edition). Weinheim: Psychologie Verlags Union.

Moschner, B. & Wagener, U. (2006). Learning strategies - the path to learning success? An overview of the state of learning strategy research. Primary School,7-8, 48-50.

2005

Cohrs, J. C., Moschner, B., Maes, J. & Kielmann, S. (2005a). Personal values and attitudes toward war. Peace and Conflict: Journal of Peace Psychology. 11 (3), 293-312.

Cohrs, J. C., Moschner, B., Maes, J. & Kielmann, S. (2005b). The motivational bases of right-wing authoritarianism and social dominance orientation: Relations to values and attitudes in the aftermath of September 11, 2001. Personality and Social Psychology Bulletin, 31 (19), 1425-1434.

Cohrs, J. C., Kielmann, S., Maes, J. & Moschner, B. (2005a). Effects of right-wing authoritarianism and threat from terrorism on restriction of civil liberties. Analyses of Social Issues and Public Policy, 5(1), 263-276.

Cohrs, J. C., Kielmann, S., Maes, J., & Moschner, B. (2005b). Reliability and validity of the assessment of personality traits on the Internet: Results of a longitudinal study. In K.-H. Renner, A. Schütz & F. Machilek (Eds.), Internet and personality: Differential-psychological and diagnostic aspects of Internet use (pp. 38-53). Göttingen: Hogrefe.

Moschner, B., Gruber, H., & the EPI Study Foundation Working Group (2005, October). Epistemological beliefs (Research report no. 18). Regensburg: University of Regensburg, Chair of Teaching-Learning Research.

Artelt, C. & Moschner, B. (Eds.). (2005). Learning strategies and metacognitions: Implications for research and practice. Münster: Waxmann.

2004

Moschner, B. (2004). Learning psychology concepts for subject teaching. In A. Kaiser & D. Pech (Eds.), Basiswissen Sachunterricht. Volume 4: Learning prerequisites and learning in non-fiction teaching. (S. 120- 125). Balthmannsweiler: Schneider Verlag Hohengehren.

Cohrs, J. C., Dimitrova, D., Kalchevska, T., Kleinke, S., Tomova, I., Vasileva, M. & Moschner, B. (2004). Is patriotic national pride desirable? A differentiated analysis of its psychological meaning. Journal of Social Psychology, 35, 201-215.

2003

Moschner, B. (2003). Knowledge acquisition processes and didactics. In B. Moschner, H. Kiper & U. Kattmann (Eds.), Perspectives for teaching and learning. Pisa 2000 as a challenge (pp. 53-64). Balthmannsweiler: Schneider Verlag Hohengehren.

Moschner, B., Kiper, H. & Kattmann, U. (2003). Perspectives for teaching and learning - Foreword. In B. Moschner, H. Kiper & U. Kattmann (Eds.), Perspectives for teaching and learning. Pisa 2000 as a challenge (pp. 5-13). Balthmannsweiler: Schneider Verlag Hohengehren.

Moschner, B. (2003). 11 September and the consequences in everyday life. Friz. Journal for Peace Education,. 03 (4), 6-7.

Cohrs, J. C, Moschner, B., & Maes, J. (2003). Peace policy engagement after 11 September 2001 , Science and Peace, 21 (2), 66-69.

Cohrs, C. Maes, J. Moschner, B. & Kielmann, S. O. (2003). Patterns of justification of the United States' 'War Against Terrorism' in Afghanistan. Psicologia Politica, 27, 105-117.

Cohrs, J. C., Kielmann, S., Maes, J., & Moschner, B. (2003). Survey on 11 September and its aftermath: Report on the third survey phase (Reports from the working group "Responsibility, Justice, Morality", No. 160). Trier: University of Trier, Department I - Psychology.

Hellmich, F. & Moschner, B. (2003). What interests primary school children in maths tasks? In W. Henn (Ed.), Contributions to mathematics education 2003 (pp. 285-288). Hildesheim: Franzbecker.

2002

Moschner, B. (2002). Altruism or egoism - What motivates volunteering? Journal of Political Psychology, 10, 25-40.

Cohrs, J. C. & Moschner, B. (2002a). Antiwar knowledge and generalised political attitudes as determinants of attitude toward the Kosovo War. Peace and Conflict: Journal of Peace Psychology, 8, 141-157.

Cohrs, J. C. & Moschner, B. (2002b). On the cognitive construction of (in)justice of military violence: The moral judgement of the Kosovo war. Journal of Social Psychology, 33, 13-24

Maes, J., Kielmann, S., Cohrs, C. & Moschner, B. (2002). 11 September and the aftermath. Intercultural encounters and tourism strongly affected. Report Psychology, 27, 240-241.

Cohrs, J. C., Kielmann, S. O., Moschner, B. & Maes, J. (2002). Survey on 11 September and its aftermath: Basic ideas, operationalisations and descriptive results of the first survey phase (Berichte aus der Arbeitsgruppe "Verantwortung, Gerechtigkeit, Moral", No. 148). Trier: University, Department I - Psychology.

Cohrs, J. C., Kielmann, S. O., Maes, J. & Moschner, B. (2002). Survey on 11 September 2001 and its aftermath: Report on the second survey phase (Reports from the working group "Responsibility, Justice, Morality", No. 149). Trier: University of Trier, Department I - Psychology.

Schiefele, U., Moschner, B. & Husstegge, R. (2002). Scale manual. Smile project. Bielefeld: University of Bielefeld, Department of Psychology.

2001

Moschner, B. (2001). Self-concept. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 629 - 635, 2nd, revised and expanded edition). Weinheim: Psychologie Verlags Union.

Moschner, B. & Tröster, H. (2001). Do students benefit from social support during the dissertation phase? In G. Krampen & H. Zayer (Eds.), Psychologiedidaktik und Evaluation III: Konzepte, empirische Befunde und Erfahrungsberichte zur psychologischen Aus-, Fort- und Weiterbildung (pp. 107 - 122). Bonn: Deutscher Psychologen Verlag.

Moschner, B. (2001). What is good teaching? Concepts, indicators and controversies. In German Psychologists Academy (Ed.), Psychology at the pulse of time. Beiträge zum Psychologentag 2001, 21st Congress for Applied Psychology of the BDP in Bonn (pp. 453-455). Bonn: Deutscher Psychologen Verlag.

Cohrs, J. C. & Moschner, B. (2001). Positive patriotism: What is it and how can it be measured? In German Psychologists Academy (Eds.), Psychology at the pulse of time. Contributions to the Psychologentag 2001, 21st Congress for Applied Psychology of the BDP in Bonn (pp. 476-478). Bonn: Deutscher Psychologen Verlag.

2000

Moschner, B. & Tröster, H. (2000). Diplom thesis study phase: Duration, experiences and stresses. In G. Krampen & H. Zayer (Eds.), Psychologiedidaktik und Evaluation II. New media and psychology didactics in major and minor subject training (pp. 159 - 174). Bonn: Deutscher Psychologen Verlag.

Moschner, B. & Tröster, H. & Gundlach, G. (2000). The long road to the Diplom thesis: A plea for a study-accompanying thesis. Empirical Pedagogy, 14 (2), 151 - 176.

Elbing, U., Glasenapp, J., Moschner, B. & Rohmann, U. H. (2000). Microanalysis of reciprocal imitation processes in the therapy of people with intellectual disabilities. Curative education research, 26, 58 -67.

Moschner, B. (2000). Self-concept, learning motivation and learning strategies in the course of study. In H. Metz-Goeckel, B. Hannover & S. Leffelsend (Eds.), Self, Motivation and Emotion. Documentation of the 4th Dortmund Symposium on Educational Psychology (pp. 33-43). Berlin: Logos.

Moschner, B. & Schiefele, U. (2000). Motivational support in the classroom. In M. K. W. Schweer (Ed.), Teacher-student interaction. Pedagogical-psychological aspects of teaching and learning at school (pp. 177-194). Opladen: Leske & Budrich.

Glasenapp, J., Elbing, U., Moschner, B. & Rohmann, U. H. (2000). Explorative microanalysis of processes of relationship formation in therapy for people with intellectual disabilities. Heilpädagogische Forschung, 26, 132-142.

1999

Gundlach, G., Tröster, H. & Moschner, B. (1999). Are female psychology students hostile to science? Psychology in Education and Teaching, 46, 29-40.

Grimberg, B. & Moschner, B. (1999). "If one does not break, he had a bad torturer". On the psychosocial situation of torture victims in Germany. In R. Dollase, T. Kliche & H. Moser (Eds.), Political Psychology of Xenophobia. Victims - perpetrators - accomplices (pp. 95 - 108). Weinheim: Juventa.

Elbing, U., Glasenapp, J., Moschner, B. & Rohmann, U. H. (1999). Mirroring as a means of shaping relationships in therapy for people with intellectual disabilities - An overview. Intellectual Disability, 38 (4), 338-347.

Moschner, B. & Tröster, H. (1999). Life phase Diplom thesis: duration, experiences, stresses and coping. In G. Krampen, H. Zayer, W. Schönpflug & G. Richardt (Eds.), Contributions to Applied Psychology. Zukunft Mensch - Die Republik im Umbruch 5th German Psychologists' Conference and 20th Congress for Applied Psychology of the BDP in Berlin (p. 382). Bonn: Deutscher Psychologen Verlag.

1998

Moschner, B. (1998). Self-concept. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 460 - 464). Weinheim: Psychologie Verlags Union.

Moschner, B. (1998). Volunteering and social responsibility. In B. Reichle & M. Schmitt (Eds.), Responsibility, justice and morality. On the psychological understanding of ethical aspects in human behaviour (pp. 73 - 86). Weinheim: Juventa.

Moschner, B. & Schiefele, U. (1998, April). Effects of self-concept, motivation, and epistemological beliefs on learning strategies: Structural equation models of longitudinal data. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Moschner, B., Gundlach, G. & Tröster, H. (1998). Social integration in higher education. In G. Krampen & H. Zayer (Eds.), Psychologiedidaktik und Evaluation I. Konzepte, Erfahrungsberichte und empirische Untersuchungsbefunde aus Anwendungsfeldern der Aus-, Fort- und Weiterbildung (pp. 87 - 102). Bonn: Deutscher Psychologen Verlag.

Gundlach, G., Tröster, H., & Moschner, B. (1998). Paths and detours to the Diplom thesis. In G. Krampen & H. Zayer (Eds.), Psychologiedidaktik und Evaluation I. Konzepte, Erfahrungsberichte und empirische Untersuchungsbefunde aus Anwendungsfeldern der Aus-, Fort- und Weiterbildung (pp. 103 - 114). Bonn: Deutscher Psychologen Verlag.

Tröster, H., Gundlach, G. & Moschner, B. (1998). Study-related orientations in psychology studies. In G. Krampen & H. Zayer (Eds.), Psychologiedidaktik und Evaluation I. Konzepte, Erfahrungsberichte und empirische Untersuchungsbefunde aus Anwendungsfeldern der Aus-, Fort- und Weiterbildung (pp. 67 - 86). Bonn: Deutscher Psychologen Verlag.

1997

Tröster, H., Gundlach, G. & Moschner, B. (1997). What do psychology students expect from their Diplom thesis? Journal of Educational Psychology, 11, 109 - 122.

1996

Moschner, B., Tröster, H. & Albrecht, A. (1996). Responsibility attributions, emotions and the willingness to seek help. In. A. Schorr (Ed.), Experimental Psychology. Contributions to the 38th conference of experimental psychologists (pp. 218 - 219). Lengerich: Pabst Science Publishers.

Grimberg, B.. & Moschner, B. (1996). Torture victims as refugees in Germany. Results of a qualitative study. Journal of Political Psychology, 4, 183 - 191.

1994

Moschner, B. (1994). Commitment and willingness to commit. Differential psychological correlates of voluntary commitment. Regensburg: Roderer.

Correction of written work

Please refrain from asking me when I read your work. If I have read your work, the grade will be entered on Stud.IP. If you need the grade in urgent cases (e.g. BAföG, traineeship, external job offers), please come to my office hours.

Office hours during the lecture period

Generally, my open office hours take place on Thursdays from 12 to 1 pm in my office, A06 5-503, during the lecture period. You can find the corresponding map here.

Office hours during the lecture-free period

I will announce my office hours during the lecture-free period in good time here and on Stud.IP.

P.O. Box

My post box is located on the ground floor of building A6 in the corridor behind the lifts on the Haarentor campus. You can find the map here.

Theses

I am generally willing to supervise empirical theses. My main topics include motivation, self-concept, epistemic conviction, self-regulated learning, digital media in the classroom and creative learning. If you are interested or have any questions, please send me an email, talk to me during my courses or my office hours. General information can be found here.

Status: 11.04.2022