Prof. Dr. Christine Abbt
Humanities, Social and behavioural sciences
University of Bamberg
Psychology, Educational research
Reading and text comprehension, Metacognition and Self regulated learning, Digital literacy, Methods of large scale assessment, Teacher judgements
English
Durda, T., Artelt, C., Lechner, C., Rammstedt, B., & Wicht, A. (2020, online). Proficiency Level Descriptors for Low Reading Proficiency: An Integrative Process Model. International Review of Education, 1-23. DOI: 10.1007/s11159-020-09834-1
Nusser, L., Weinert, S., Artelt, C. & Carstensen, C. H. (2020). Machbarkeitsstudien an Förderschulen mit dem Schwerpunkt Lernen im Rahmen des Nationalen Bildungspanels (2010-2013) – Ergebnisse und Resümee. In C. Gresch, P. Kuhl, M. Grosche, C. Sälzer & P. Stanat (Hrsg.), Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. (S. 147-175). Wiesbaden: Springer VS. DOI: 10.1007/978-3-658-27608-9
Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U. & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Diagnostica, 66, 123-135. DOI: 10.1026/0012-1924/a000231
Thums, K., Artelt, C. & Wolter, I. (2020, online). Reading for Entertainment or Information Reception? Gender differences in Reading Preferences and their Impact on Text-Type-Specific Reading Competences in Adult Readers. European Journal of Psychology of Education, 1-19. DOI: 10.1007/s10212-020-00486-1
Becker, S., Pfost, M., Schiefer, I. M. & Artelt, C. (2019). Relations Between Life Goal Regulation, Goal Orientation and Education-Related Parenting – A Person-Centered Perspective. Learning and Individual Differences, 76, 1-12. DOI: 10.1016/j.lindif.2019.101786
Edossa, A. K., Neuenhaus, N., Artelt, C., Lingel, K. & Schneider, W. (2019). Developmental Relationship between Declarative Metacognitive Knowledge and Reading Comprehension during Secondary School. European Journal of Psychology of Education, 34, 397-416. DOI: 10.1007/s10212-018-0393-x
Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2019). Validating Process Variables of Sourcing in an Assessment of Multiple Document Comprehension. British Journal of Educational Psychology, 89, 524-537. DOI: 10.1111/bjep.12278
Miyamoto, A., Pfost, M. & Artelt, C. (2019). The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use. Scientific Studies of Reading, 23 (6), 445 – 460. DOI: 10.1080/10888438.2019.1602836
Pfost, M., Blatter, K., Artelt, C., Stanat, P. & Schneider, W. (2019). Effects of training phonological awareness on children';s reading skills. Journal of Applied Developmental Psychology, 65, 1-12. DOI: 10.1016/j.appdev.2019.101067
Schoor, C., Melzner, N. & Artelt, C. (2019). The Effect of the Wording of Multiple Documents on Learning. Zeitschrift für Pädagogische Psychologie, 33, 223-240. DOI: 10.1024/1010-0652/a000246
“MultiTex-Transfer: Process-based Assessment of Multiple Documents Comprehension” (Schoor/Artelt/Kröhne/Hahnel/Goldhammer) [01PK19008C; funded by BMBF (German Federal Ministry of Education and Research)]
“Digital Formative Assessment (DiFA) – Unfolding its Full Potential by Combining Psychometrics with Learning Analytics” (Goldhammer/Drachsler/Artelt/Horz) [K286/2019; funded by Leibniz Association]
“Multilevel Design Parameters and Effect Size Benchmarks for Students’ Competencies” (Brunner/Lüdtke/Artelt) [BR 4393; funded by DFG (German Research Foundation)]
“Identifying Risk and Protective Factors for the Development of Low Literacy and Numeracy among German Adults“ (Lechner, Rammstedt, Grotlüschen, Artelt) [W143700C; funded by BMBF (German Federal Ministry of Education and Research)]
Member of the Interdisciplinary Commission for Pandemic Research of the German Research Foundation (DFG), since 2020
Member of the International Panel „Data and Research Infrastructures for Humanities and Social Sciences“ of the Swiss National Science Foundation (SNSF), since 2020
Member of Scientific Advisory Board of Leibniz-Institute for the Social Sciences (GESIS), Mannheim, since 2020
Member of Rat für Sozial- und Wirtschaftsdaten (RatSWD) (German Data Forum), 2015 – 2020
Member of Senate and Joint Committee of the German Research Foundation (DFG), 2015 – 2019
Speaker of DFG-Research Group „BiKS“ (Educational Processes, Competence Development and Selection Decisions in Preschool- and School Age) Member (2005 – 2014), Speaker, 2013 – 2014
Tagesspiegel, 18.02.2021: Endlich untersuchen, wie Distanzunterricht das Lernen verändert
https://www.tagesspiegel.de/wissen/rolle-der-bildungsforschung-in-der-coronakrise-endlich-untersuchen-wie-distanzunterricht-das-lernen-veraendert/26929822.html
Neue Westfälische, 15.02.2021: Ist das Schuljahr noch zu retten? Drei Vorschläge, die helfen könnten
https://www.nw.de/nachrichten/politik/22953908_Ist-das-Schuljahr-noch-zu-retten-Drei-Vorschlaege-die-helfen-koennten.html
DFG-Magazin „forschung“, 3/2020: "Neue, richtungsweisende Perspektiven für die Erforschung des Bildungssystems"
https://www.dfg.de/dfg_magazin/aus_gremien_politikberatung/pandemie-kommission/interview_artelt_for3_20/index.html
BR24, 03.08.2020: Karriere: Bamberger Institut erforscht Bildungserfolg https://www.br.de/nachrichten/bayern/karriere-bamberger-institut-erforscht-bildungserfolg,S6aHBK5
idw, 16. Juni 2020: Cordula Artelt in Kommission für Pandemieforschung berufen
https://nachrichten.idw-online.de/2020/06/16/cordula-artelt-in-kommission-fuer-pandemieforschung-berufen/
Science On, Talkreihe der DFG, 13.04.2021: Lernen im Lockdown – Wohin steuert die Bildung?
https://www.dfg.de/dfg_magazin/veranstaltungen/talkreihen/science_on/210413_bildung/index.jsp
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Humanities, Social and behavioural sciences
Bioinformatics, Biodiversity informatics
Biological and related sciences, Evolutionary biology, Evolutionary genetics
Decision making, Motivation, Self-regulation, Psychological aspects of using algorithms