Department of Instructional Psychology

Welcome to the Department of Instructional Psychology

The acquisition of knowledge and skills is one of the fundamental challenges facing all of us in life, and providing the necessary support for these learning processes is a major challenge for society as a whole.

Instructional psychology describes and explains learning processes at the individual level, thus identifying potential means of enhancing both self-regulated learning and more institutionalised learning in schools, initial and continuing vocational and professional training, and other kinds of training programmes.

The Department of Instructional Psychology unites expertise in the fields of psychology and educational science. Teaching and research within the Department focuses on the cognitive psychological principles of learning and instruction, and on their application in evaluation and training programmes. Particular emphasis is placed on learning with new media.

News

Latest Publication

  • Nolte, N., Schmitz, F., Fleischer, J., Bungart, M., & Leutner, D.(2022). Rotational complexity in mental rotation tests: Cognitive processes in tasks requiring mental rotation around cardinal and skewed rotation axes. Intelligence, 91, 101626. https://doi.org/10.1016/j.intell.2022.101626
  • Kryshko, E., Fleischer, J., Grunschel, C. & Leutner, D. (2021, online first). Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2021.102096
  • Bönte, J., Lenske, G. & Leutner, D. (2021). Erwerb von Wissen über nonverbale Komponenten der Klassenführung mittels inszenierter Videovignetten. Psychologie in Erziehung und Unterricht, 68, 183-196. doi.org/10.2378/peu2021.art13d
  • Lindner, M.A., Sparfeldt, J.R., Köller, O., Lukas, J. & Leutner, D. (2021). Ein Plädoyer zur Qualitätssicherung schriftlicher Prüfungen im Psychologiestudium. Psychologische Rundschau, 72 (2), 128-131. DOI 10.1026/0033-3042/a000524
  • Fischer, V., Walpuski, M., Lang, M., Lentzner, M., Manzel, S., Motté, P., Paczulla, B., Sumfleth, E. & Leutner, D. (2021). Längsschnittliche Analysen zum Zusammenspiel von Studienzufriedenheit, Fachwissen und Abbruchintention in den Fächern Chemie, Ingenieur- und Sozialwissenschaften. ZeHf – Zeitschrift für empirische Hochschulforschung, 4, 55-80. doi.org/10.3224/zehf.v4i1.05
  • Kryshko, O., Fleischer, J., Waldeyer, J., Wirth, J. & Leutner, D. (2020, online first). Do motivational regulation strategies contribute to university students’ academic success? Learning and Individual Differences. DOI: 10.1016/j.lindif.2020.101912
  • Wirth, J., Stebner, F., Trypke, M., Schuster, C. & Leutner, D. (2020). An interactive layers model of self-regulated learning and cognitive load. Educational Psychology Review, 32, 1127-1149. doi: 10.1007/s10648-020-09568-4
  • Koc-Januchta, M.M., Höffler, T.N., Prechtl, H. & Leuter, D. (2020). Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic vs non-dynamic visualizations with narrative explanations. Educational Technology Research and Development, 68, 2971-2990. doi.org/10.1007/s11423-020-09822-0
  • Schuster, C., Stebner, F., Leutner, D. & Wirth, J. (2020). Transfer of metacognitive skills in self-regulated learning – an experimental training study. Metacognition and Learning, 15, 455-477. doi.org/10.1007/s11409-020-09237-5.
  • Kunina-Habenicht, O., Maurer, C., Wolf, K., Holzberger, D., Schmidt, M., Dicke, T., Teuber, Z., Koc-Januchta, M., Lohse-Bossenz, H., Leutner, D., Seidel, T. & Kunter, M. (2020). Der BilWiss-2.0-Test - Ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften. Diagnostica, 66, 80-92. doi.org/10.1026/0012-1924/a000238.
  • Waldeyer, J., Fleischer, J., Wirth, J. & Leutner, D. (2020). Validating the Resource-Management Inventory (ReMI). Testing measurement invariance and predicting academic achievement in a sample of first-year university students. European Journal of Psychological Assessment, 36, 777-786. doi.org/10.1027/1015-5759/a000557.