| Emergency remote teaching in higher education: Mapping the first global online semester M Bond, S Bedenlier, VI Marín, M Händel International Journal of Educational Technology in Higher Education 18, 1-24, 2021 | 360 | 2021 |
| Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic M Händel, M Stephan, M Gläser-Zikuda, B Kopp, S Bedenlier, A Ziegler Journal of Research on Technology in Education 54 (2), 267-280, 2020 | 351 | 2020 |
| A computer-based approach to fostering motivation and self-regulated learning M Dresel, M Haugwitz The Journal of Experimental Education 77 (1), 3-20, 2008 | 169 | 2008 |
| Assessing metacognitive knowledge: Development and evaluation of a test instrument M Händel, C Artelt, S Weinert Journal for Educational Research Online/Journal für Bildungsforschung Online …, 2013 | 152 | 2013 |
| The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender M Dresel, M Haugwitz High ability studies 16 (02), 201-218, 2006 | 137 | 2006 |
| Cognitive ability and the instructional efficacy of collaborative concept mapping M Haugwitz, JC Nesbit, A Sandmann Learning and individual differences 20 (5), 536-543, 2010 | 106 | 2010 |
| “Generation invisible?. Higher education students’(non) use of webcams in synchronous online learning S Bedenlier, I Wunder, M Gläser-Zikuda, R Kammerl, B Kopp, A Ziegler, ... International Journal of Educational Research Open 2, 100068, 2021 | 95 | 2021 |
| Individual differences in local and global metacognitive judgments M Händel, ABH de Bruin, M Dresel Metacognition and Learning, 1-25, 2020 | 70 | 2020 |
| Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing M Händel, B Harder, M Dresel Learning and Instruction 65, 101245, 2020 | 57 | 2020 |
| Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students M Händel, ES Fritzsche Memory & Cognition 44, 229-241, 2016 | 57 | 2016 |
| E-portfolio use and its effects on exam performance–a field study M Händel, B Wimmer, A Ziegler Studies in Higher Education 45 (2), 258-270, 2020 | 54 | 2020 |
| Student perceptions of high-achieving classmates M Händel, W Vialle, A Ziegler High ability studies 24 (2), 99-114, 2013 | 53 | 2013 |
| 10 Motivational concepts and personality aspects across the life course F Wohlkinger, H Ditton, J von Maurice, M Haugwitz, HP Blossfeld Zeitschrift für Erziehungswissenschaft 2 (14), 155-168, 2011 | 53 | 2011 |
| Self-regulated resource management in emergency remote higher education: status quo and predictors N Naujoks, S Bedenlier, M Gläser-Zikuda, R Kammerl, B Kopp, A Ziegler, ... Frontiers in Psychology 12, 672741, 2021 | 38 | 2021 |
| Confidence in performance judgment accuracy: The unskilled and unaware effect revisited M Händel, M Dresel Metacognition and Learning, 2018 | 38 | 2018 |
| Kontextorientiertes Lernen und Concept Mapping im Fach Biologie: eine experimentelle Untersuchung zum Einfluss auf Interesse und Leistung unter Berücksichtigung von … M Haugwitz | 37 | 2009 |
| The webcam and student engagement in synchronous online learning: visually or verbally? M Händel, S Bedenlier, B Kopp, M Gläser-Zikuda, R Kammerl, A Ziegler Education and Information Technologies 27 (7), 10405-10428, 2022 | 33 | 2022 |
| Assessment of metacognitive knowledge in students with special educational needs M Händel, K Lockl, J Heydrich, S Weinert, C Artelt Metacognition and Learning 9 (3), 333-352, 2014 | 32 | 2014 |
| Kooperatives Concept Mapping in Biologie: Effekte auf den Wissenserwerb und die Behaltensleistung M Haugwitz, A Sandmann Zeitschrift für Didaktik der Naturwissenschaften 15, 89–107, 2009 | 32 | 2009 |
| Do higher education students have the means to learn during the Covid-19 pandemic? Student demands for distance learning in a suddenly digital landscape M Händel, S Bedenlier, M Gläser-Zikuda, R Kammerl, B Kopp, A Ziegler Journal for educational research online 14 (1), 174-185, 2022 | 31* | 2022 |
Wilma VialleUniversity of Wollongong在 uow.edu.au 的电子邮件经过验证
