As at: November 2022

2022

Franzen, K., Moschner, B. & Hellmich, F. (2022). Quality of experiences in inclusive teaching and primary school teachers’ self-efficacy beliefs. 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). ‘Extremely teacher-training-focused’ – Teacher training students want more coherence in their degree programme. Herausforderung Lehrer_innen-bildung, Journal on the Concept, Design and Discussion 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 among students of educational sciences and teacher training. In G. Hagenauer & T. Hascher (Eds.), Emotions and Emotion Regulation in Schools and Higher Education. Münster: Waxmann

Bernholt, A., Hagenauer, G., Lohbeck, A., Gläser-Zikuda, M., Moschner, B., Klaß, S., Wolf, N., Lüschen, I., & Dunker, N. (2018). Factors influencing student satisfaction amongst trainee teachers . Journal of Educational Research Online (JERO). 10, 1, pp. 24–51

Hagenauer, G., Ittner, D., Hofmann, F., Stephan, M., Gläser-Zikuda, M., Lohbeck, A., Bernholt, A., & Moschner, B. ( 2018). On the relationship between the perceived higher education teaching and learning environment and exam anxiety. Journal of 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 amongst students of teacher training and educational sciences. 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 amongst primary 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 schools, universities 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 schools, universities and the world of work. (pp. 7–13). Münster: Waxmann.

Bernholt, A. & Moschner, B. (2017). Correlations between epistemic beliefs and self-related cognitions among school pupils. In A. Bernholt, H. Gruber & B. Moschner (Eds.), Knowledge and Learning: How epistemic beliefs influence schools, universities and the world of work. (pp. 123–141). Münster

Moschner, B. & Gruber, H. (2017). Assessing epistemic beliefs using the Fee. In A. Bernholt, H. Gruber & B. Moschner (Eds.), Knowledge and Learning: How epistemic beliefs influence schools, universities and the world of work. (pp. 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 Gains? A quantitative-empirical study on how young children use 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 academic achievement in primary school-aged children. 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). ‘Strange 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 Language Teaching. ‘Strange Sisters’ in Dialogue. (pp. 201–224). Frankfurt am Main: Lang.

2014

Sanders, U. & Moschner, B. (2014). How can learning be made more gender-equitable? A co-operation project between schools and higher education institutions. 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 interests? 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 rationale and implementation of subject-specific research and development programmes . In M. Komorek & S. Prediger (Eds.), The long road to lesson design. On the rationale and implementation of subject-specific research and development programmes (pp. 9–23). Münster: Waxmann.

Komorek, M., Fischer, A. & Moschner, B. (2013). Subject-specific didactic structuring as a basis for lesson design. In M. Komorek & S. Prediger (Eds.), The Long Road to Instructional Design: On the Rationale and Implementation of Subject-Specific 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 in Primary School Children: Models, Empirical Findings, Pedagogical Implications (pp. 195–208). Stuttgart: Kohlhammer.

Wernke, S., Wagener, U., Anschütz, A. & Moschner, B. ( 2011). Assessing cognitive and metacognitive learning strategies in schoolchildren: Construct validity and emerging 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 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). Opportunities and limitations in modularised degree programmes (pp. 25–43). In U. Eberhardt (ed.), New Approaches 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 and molecular models. In D. Höttecke (ed.), The development of scientific thinking between phenomenon and systematics (pp. 296–298). Münster: LIT Verlag.

Moschner, B. & Dickhäuser, O. (2010). Self-concept. In D. H. Rost (ed.), Concise Dictionary of Educational Psychology (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.), Didactics of Computing Science – Possibilities for Empirical Research Methods and Perspectives in Subject Didactics. 6th Workshop of the GI DDI Section 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-scale courses. In: H.-J. Appelrath & L. Schulze (Eds.), Towards Excellent E-Learning: Networking and Co-operation in Higher Education Teaching in Lower Saxony (pp. 103–113). Münster: Waxmann.

Fichten, W. & Moschner, B. (2009). Inquiry-based learning in teacher training in Oldenburg. In B. Roters, R. Schneider, B. Koch-Priewe, J. Thiele & J. Wildt (eds.), Inquiry-based learning in teacher training. 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 Year of School (pp. 42–62). Bad Heilbrunn: Klinkhardt.

Topsch, W. & Moschner, B. ( 2008). Introduction. In: W. Topsch & B. Moschner (eds.), Starting School: Didactic Perspectives for the First Year of School (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 primary 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: Initial findings from studies with 10- to 13-year-olds. In: E.-M. Lankes (ed.), Pedagogical Professionalism as a Subject 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). Promoting learning and achievement in the classroom. In M. K. W. Schweer (Ed.), Teacher–pupil interaction (pp. 327–341). Wiesbaden: Verlag für Sozialwissenschaften.

Moschner, B., Wagener, U., Anschütz, A. & Wernke, S. (2008). Children as research subjects in teaching and learning research. Examples of methodological triangulation. In F. Hellmich (ed.), Teaching and Learning Research in Primary Education ( pp. 265–280). Bad Heilbrunn: Klinkhardt

Moschner, B. (2008). One learns from one’s mistakes, which is why 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 subject concepts. Concept mapping as a means of understanding terms and making connections. Chemistry Teaching, 19 (106/107), 30–34.

Dunker, N., B. Moschner & I. Parchmann (2008). Investigations into the learning effectiveness of concept maps for the didactic reconstruction of the topic ‘fire’. In D.
Höttecke (Eds.), Competences, Competence Models, Competence Development. Society for the 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.), Concise Dictionary of Educational Psychology (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 current state of research into learning strategies. Grundschule, 7–8, 48–50 .

2005

Cohrs, J. C., Moschner, B., Maes, J. & Kielmann, S. (2005a). Personal values and attitudes towards 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 11 September 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 the threat of terrorism on the 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). On the reliability and validity of assessing personality traits online: Results of a longitudinal study. In K.-H. Renner, A. Schütz & F. Machilek (Eds.), The Internet and Personality: Differential-psychological and diagnostic aspects of internet use (pp. 38–53). Göttingen: Hogrefe.

Moschner, B., Gruber, H., & the Studienstiftung EPI Working Group (October 2005). Epistemological Beliefs (Research Report No. 18). Regensburg: University of Regensburg, Chair of Teaching and Learning Research.

Artelt, C. & Moschner, B. ( Eds.). (2005). Learning Strategies and Metacognition: Implications for Research and Practice. Münster: Waxmann.

2004

Moschner, B. ( 2004). Concepts from learning psychology for General Studies. In A. Kaiser & D. Pech (Eds.), Basic Knowledge of General Studies. Volume 4: Prerequisites for Learning and Learning in General Studies. (pp. 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 nuanced analysis of its psychological significance. 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 on Teaching and Learning. PISA 2000 as a Challenge ( pp. 53–64). Balthmannsweiler: Schneider Verlag Hohengehren.

Moschner, B., Kiper, H. & Kattmann, U. (2003). Perspectives on teaching and learning – Foreword. In B. Moschner, H. Kiper & U. Kattmann (Eds.), Perspectives on Teaching and Learning. PISA 2000 as a Challenge ( pp. 5–13). Balthmannsweiler : Schneider Verlag Hohengehren.

Moschner, B. ( 2003). 11 September and its consequences in everyday life. *Friz.* Journal of Peace Education, 03 (4), 6–7.

Cohrs, J. C., Moschner, B., & Maes, J. (2003). Engagement in peace policy after 11 September 2001. Wissenschaft und Frieden, 21 (2), 66–69.

Cohrs, C., Maes, J., Moschner, B., & Kielmann, S. O. (2003). Patterns of justification for the United States’ ‘War on Terror’ in Afghanistan. Psicologia Politica, 27, 105–117.

Cohrs, J. C., Kielmann, S., Maes, J., & Moschner, B. ( 2003). Survey on 11 September and its consequences: Report on the third phase of the survey (Reports from the ‘Responsibility, Justice, Morality’ Working Group, No. 160). Trier: University of Trier, Faculty I – Psychology.

Hellmich, F. & Moschner, B. ( 2003). What interests primary school children in maths problems? In W. Henn (ed.), Contributions to Mathematics Teaching 2003 (pp. 285–288). Hildesheim: Franzbecker.

2002

Moschner, B. ( 2002). Altruism or egoism – what motivates people to do voluntary work? Journal of Political Psychology, 10, 25–40.

Cohrs, J. C. & Moschner, B. ( 2002a). Anti-war knowledge and generalised political attitudes as determinants of attitudes towards 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 in military force: The moral assessment of the Kosovo War. Journal of Social Psychology, 33, 13–24

Maes, J., Kielmann, S., Cohrs, C. & Moschner, B. ( 2002). 11 September and its consequences. Intercultural encounters and tourism severely affected. Report Psychologie, 27, 240–241.

Cohrs, J. C., Kielmann, S. O., Moschner, B. & Maes, J. (2002). Survey on 11 September and its consequences: Basic concepts, operationalisations and descriptive results of the first survey phase (Reports from the ‘Responsibility, Justice, Morality’ Working Group, No. 148). Trier: University, Faculty 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 phase of the survey (Reports from the ‘Responsibility, Justice, Morality’ Working Group, No. 149). Trier: University of Trier, Faculty 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.), Concise Dictionary of Educational Psychology (pp. 629–635, 2nd, revised and expanded edition). Weinheim: Psychologie Verlags Union.

Moschner, B. & Tröster, H. (2001). Do students benefit from social support whilst writing their dissertation? In G. Krampen & H. Zayer (Eds.), Psychology Didactics and Evaluation III: Concepts, Empirical Findings and Experience Reports on Psychological Education, Further Education and Continuing Professional Development ( pp. 107–122). Bonn: Deutscher Psychologen Verlag.

Moschner, B. (2001). What constitutes good teaching? Concepts, indicators and controversies. In German Academy of Psychologists (Eds.), Psychology at the Forefront of the Times. Papers from the 2001 Psychologists’ Day, 21st Congress on 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 Academy of Psychologists (ed.), Psychology at the Forefront of the Times. Papers from the 2001 Psychologists’ Day, 21st Congress on Applied Psychology of the BDP in Bonn ( pp. 476–478). Bonn: Deutscher Psychologen Verlag.

2000

Moschner, B. & Tröster, H. (2000). The Diplom Thesis Phase: Duration, Experiences and Stress. In G. Krampen & H. Zayer (eds.), Psychology Didactics and 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 Diplom Thesis Completed Throughout the Course of Study. Empirische Pädagogik, 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. Research in Special Education, 26, 58–67 .

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

Moschner, B. & Schiefele, U. (2000). Promoting motivation in the classroom. In M. K. W. Schweer (ed.), Teacher–Pupil Interaction. Educational-Psychological Aspects of Teaching and Learning at School ( pp. 177–194). Opladen: Leske & Budrich.

Glasenapp, J., Elbing, U., Moschner, B. & Rohmann, U. H. (2000). Exploratory microanalysis of relationship-building processes in therapy for people with intellectual disabilities. Research in Special Education, 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 someone doesn’t break, it’s because they had a poor 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 relationship-building in therapy for people with intellectual disabilities – An overview. Intellectual Disability, 38 (4), 338–347.

Moschner, B. & Tröster, H. (1999). The ‘diplom thesis phase’ of life: duration, experiences, stresses and coping. In G. Krampen, H. Zayer, W. Schönpflug & G. Richardt (Eds.), Contributions to Applied Psychology. The Future of Humanity – The Republic in Transition: 5th German Psychologists’ Day and 20th Congress on Applied Psychology of the BDP in Berlin ( p. 382). Bonn: Deutscher Psychologen Verlag.

1998

Moschner, B. ( 1998). Self-concept. In D. H. Rost (Ed.), Concise Dictionary of Educational Psychology (pp. 460–464). Weinheim: Psychologie Verlags Union.

Moschner, B. (1998). Voluntary work and social responsibility. In B. Reichle & M. Schmitt (Eds.), Responsibility, Justice and Morality. Towards a Psychological Understanding of Ethical Aspects of Human Behaviour (pp. 73–86). Weinheim: Juventa.

Moschner, B. & Schiefele, U. (April 1998). 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 during university studies. In G. Krampen & H. Zayer (Eds.), Psychology Education and Evaluation I. Concepts, Experience Reports and Empirical Findings from Fields of Application in Initial, Continuing and Further Education (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.), Psychology Didactics and Evaluation I. Concepts, Experience Reports and Empirical Findings from Fields of Application in Initial, Continuing and Further Education (pp. 103–114). Bonn: Deutscher Psychologen Verlag.

Tröster, H., Gundlach, G. & Moschner, B. ( 1998). Study-related guidance in psychology degree programmes. In G. Krampen & H. Zayer (eds.), Psychology Teaching and Evaluation I: Concepts, Experience Reports and Empirical Findings from Fields of Application in Initial, Continuing and Further Education (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). Attributions of responsibility, emotions and the willingness to seek help. In: A. Schorr (ed.), Experimental Psychology. Papers from the 38th Conference of Experimental Psychologists (pp. 218–219). Lengerich: Pabst Science Publishers.

Grimberg, B. & Moschner, B. (1996). Victims of torture as refugees in Germany. Findings from a qualitative study. Journal of Political Psychology, 4, 183–191.

1994

Moschner, B. (1994). Commitment and Willingness to Engage. Differential Psychological Correlates of Voluntary Engagement. Regensburg: Roderer.

Marking of written assignments

Please refrain from asking me when I will have marked your work. Once I have marked your work, the grade will be entered on Stud.IP. If you require the grade urgently (e.g. for BAföG, legal traineeship, external job offers), please come to my office hours.

Office hours during the lecture term

My open office hours generally take place on Thursdays from 12 noon to 1 pm in my office, A06 5-503, during the lecture term. You can find the relevant campus map here.

Office hours during the non-lecture period

• Thu 13 Aug 2026 12.00–13.00
• Thu 3 September 2026 12 noon–1 pm
• Thu 24 Sep 2026 12 noon–1 pm
• Thu 8 Oct 2026 12 noon–1 pm

Office hours will take place in person in my office. No appointment is necessary. At the start of the lecture term, office hours will resume as usual on Thursdays from 12 noon to 1 pm.

Postbox

My postbox is located on the ground floor of Building A6, in the corridor behind the lifts on the Haarentor campus. You can find the relevant site map here.

Theses

I am generally willing to supervise empirical final-year projects. My main areas of research include motivation, self-concept, epistemic belief, self-regulated learning, digital media in the classroom and creative learning. If you are interested or have any questions, please email me, or speak to me during my lectures or office hours. General information on this can be found here.