Recalibration through testing: The role of feedback within low-stakes tests.
Naujoks, Nick; Händel, Marion (2020)
Poster presented at the 9th biennial meeting of the EARLI Special Interest Group 16 - Metacognition in Dresden.
The meta-level of the testing effect: Repeated testing improves performance and judgment accuracy
Naujoks, Nick; Harder, Bettina; Händel, Marion (2020)
Poster presented at the Annual Meeting of the American Educational Reseasrch Association (AERA) in San Francisco, USA.
Was bringen Probeklausuren? Effekte wiederholten Abrufs im Semesterverlauf und die Bedeutung von Feedback
Händel, Marion; Naujoks, Nick; Harder, Bettina (2020)
Vortrag auf der 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) in Potsdam.
Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing
Händel, Marion; Harder, Bettina; Dresel, Markus (2020)
Learning and Instruction 65 (101245).
DOI: 10.1016/j.learninstruc.2019.101245
Peer Reviewed
Individual differences in local and global metacognitive judgments
Händel, Marion; de Bruin, Anique; Dresel, Markus (2020)
Metacognition Learning 15 (3), 51-75.
DOI: 10.1007/s11409-020-09220-0
Open Access Peer Reviewed
The gap between desired and expected performance as predictor for judgment confidence
Händel, Marion; Bukowski, Anne-Katrin (2019)
Journal of Applied Research in Memory and Cognition 8 (3), 347-354.
DOI: 10.1016/j.jarmac.2019.05.005
Peer Reviewed
Proximale und distale Effekte eines Trainings zur metakognitiven Urteilsgenauigkeit
Händel, Marion; Harder, Bettina; Dresel, Markus (2019)
In J. Waldeyer & J. Roelle (Chair), Wissen was man weiß: Vielversprechende Maßnahmen zur Förderung metakognitiver Überwachung. Symposium auf der17. Fachgruppentagung der Fachgruppen Pädagogische Psychologie (PAEPSY), Leipzig, Deutschland.
Testing Effekt hoch zwei: Effekte auf Prüfungsleistung und metacognitive Überwachung
Naujoks, Nick; Harder, Bettina; Händel, Marion (2019)
Vortrag auf der 17. Fachgruppentagung Pädagogische Psychologie (PAEPS), Leipzig.
Metacognitive judgments: Repeated exercise and feedback improve metacognitive judgment accuracy and test performance
Händel, Marion; Harder, Bettina; Dresel, Markus (2019)
Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.
Confidence in performance judgment accuracy: the unskilled and unaware effect revisited
Händel, Marion; Dresel, Markus (2018)
Metacognition and Learning 13, 265-285.
DOI: 10.1007/s11409-018-9185-6
Peer Reviewed
Popular and smart? A cross-cultural study of students’ perspectives on their peers
Händel, Marion; Duan, Xiaoju; Vialle, Wilma (2018)
Psychological Test and Assessment Modeling 60 (4), 429-449.
Peer Reviewed
What do second-order judgments tell us about low-performing students’ metacognitive awareness?
Fritzsche, Eva S.; Händel, Marion; Kröner, Stephan (2018)
Metacognition Learning 13, 159-177.
DOI: 10.1007/s11409-018-9182-9
Peer Reviewed
Kompetenztestung bei Grundschulkindern: Differenzielle Effekte unterschiedlicher Testbedingungen
Lockl, Kathrin; Händel, Marion; Artelt, Cordula (2018)
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 50 (1), 33-43.
DOI: 10.1026/0049-8637/a000183
Peer Reviewed
Metakognition - Diagnostische Aspekte und interindividuelle Unterschiede
Händel, Marion (2018)
Kumulative Habilitationsschrift, Universität Erlangen-Nürnberg.
Prof. Dr. habil. Marion Händel
Hochschule Ansbach
Hochschule Ansbach - Fakultät Medien
Residenzstr. 8
91522 Ansbach
marion.haendel[at]hs-ansbach.de
ORCID iD: 0000-0002-3069-5582