LIfBi | Director

Prof. Dr. Cordula Artelt

Director

Prof. Dr. Cordula Artelt

Wilhelmsplatz 3
96047 Bamberg
WP3/02.22A

E: cordula.artelt@lifbi.de

T: +49 951 863-2060

List of Publications (.pdf)

Director´s Office

R: WP3/02.22

E: buero-dir@lifbi.de

Brigitte Finke

E: brigitte.finke@lifbi.de

T: +49 951 863-2787

Ieva Henne

E: ieva.henne@lifbi.de

T: +49 951 863-3502

Jessica Lamm

E: jessica.lamm@lifbi.de

T: +49 951 863-3392

Vita

Research Interests

Reading and text comprehension
Metacognition and Self Regulated Learning
Digital Literacy
Digital Literacy Methods of large scale assessment
Teacher judgements

Ongoing Third-Party Funded Projects

“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 (MULTI-DES)” (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 (GeLiNu)“ (Lechner, Rammstedt, Grotlüschen, Artelt) [W143700C; funded by BMBF (German Federal Ministry of Education and Research)]

Member of Commissions and Advisory Boards

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) (since 2020)

Editorial Work

Member of Editorial Board of “Sprachlich-literarisches Lernen und Deutschunterricht” (SLLD-Z) since 2020
Associate Editor of “Measurement Instruments for the Social Sciences” (since 2019)
Member of the Editorial Board of “Discourse Processes” (since 2016)

Memberships

American Educational Research Association (AERA)
Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) [Working Group for Empirical Educational Research]
Deutsche Gesellschaft für Erziehungswissenschaft (DGfE) [German Educational Research Association]
Deutsche Gesellschaft für Psychologie (DGPs), Fachgruppe Pädagogische Psychologie [German Psychological Society, Section Educational Psychology]
European Association for Research on Learning and Instruction (EARLI), Special Interest Groups: Metacognition, School Effectiveness
Gesellschaft für Empirische Bildungsforschung (GEBF) [Society for Empirical Educational Research]
Society for Text and Discourse (ST&D)

Selected Publications

Durda, T., Artelt, C., Lechner, C., Rammstedt, B., &amp; Wicht, A. (2020, online). Proficiency Level Descriptors for Low Reading Proficiency: An Integrative Process Model. International Review of Education, 1-23. <a href="http://dx.doi.org/10.1007/s11159-020-09834-1" data-mce-href="http://dx.doi.org/10.1007/s11159-020-09834-1" target="_blank">DOI: 10.1007/s11159-020-09834-1</a> Nusser, L., Weinert, S., Artelt, C. &amp; 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 &amp; P. Stanat (Hrsg.), Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. (S. 147-175). Wiesbaden: Springer VS. <a href="http://dx.doi.org/10.1007/978-3-658-27608-9" data-mce-href="http://dx.doi.org/10.1007/978-3-658-27608-9" target="_blank">DOI: 10.1007/978-3-658-27608-9</a> Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U. &amp; Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Diagnostica, 66, 123-135. <a href="https://doi.org/10.1026/0012-1924/a000231" target="_blank" data-mce-href="https://doi.org/10.1026/0012-1924/a000231">DOI: 10.1026/0012-1924/a000231</a> Thums, K., Artelt, C. &amp; 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. <a href="http://dx.doi.org/10.1007/s10212-020-00486-1" data-mce-href="http://dx.doi.org/10.1007/s10212-020-00486-1" target="_blank">DOI: 10.1007/s10212-020-00486-1</a> Becker, S., Pfost, M., Schiefer, I. M. &amp; 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. <a href="http://dx.doi.org/10.1016/j.lindif.2019.101786" data-mce-href="http://dx.doi.org/10.1016/j.lindif.2019.101786" target="_blank">DOI: 10.1016/j.lindif.2019.101786</a> Edossa, A. K., Neuenhaus, N., Artelt, C., Lingel, K. &amp; Schneider, W. (2019). Developmental Relationship between Declarative Metacognitive Knowledge and Reading Comprehension during Secondary School. European Journal of Psychology of Education, 34, 397-416. <a href="http://dx.doi.org/10.1007/s10212-018-0393-x" data-mce-href="http://dx.doi.org/10.1007/s10212-018-0393-x" target="_blank">DOI: 10.1007/s10212-018-0393-x</a> Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. &amp; Artelt, C. (2019). Validating Process Variables of Sourcing in an Assessment of Multiple Document Comprehension. British Journal of Educational Psychology, 89, 524-537. <a href="http://dx.doi.org/10.1111/bjep.12278" data-mce-href="http://dx.doi.org/10.1111/bjep.12278" target="_blank">DOI: 10.1111/bjep.12278</a> Miyamoto, A., Pfost, M. &amp; 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. <a href="http://dx.doi.org/10.1080/10888438.2019.1602836" target="_blank" data-mce-href="http://dx.doi.org/10.1080/10888438.2019.1602836">DOI: 10.1080/10888438.2019.1602836</a> Pfost, M., Blatter, K., Artelt, C., Stanat, P. &amp; Schneider, W. (2019). Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology, 65, 1-12. <a href="http://dx.doi.org/10.1016/j.appdev.2019.101067" data-mce-href="http://dx.doi.org/10.1016/j.appdev.2019.101067" target="_blank">DOI: 10.1016/j.appdev.2019.101067</a> &nbsp; Schoor, C., Melzner, N. &amp; Artelt, C. (2019). The Effect of the Wording of Multiple Documents on Learning. Zeitschrift für Pädagogische Psychologie, 33, 223-240. <a href="http://dx.doi.org/10.1024/1010-0652/a000246" data-mce-href="http://dx.doi.org/10.1024/1010-0652/a000246" target="_blank">DOI: 10.1024/1010-0652/a000246</a> &nbsp;Hasselhorn, M. &amp; Artelt, C. (2018). Metakognition. In D. H. Rost, J. R. Sparfeldt &amp; S. R. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (5. Auflage). (S. 520 – 526). Weinheim: Beltz. Pfost, M., Rausch, T., Schiefer, I. M. &amp; Artelt, C. (2017). Zur Entwicklung von Gymnasiastinnen und Gymnasiasten ohne Gymnasialempfehlung. Zeitschrift für Erziehungswissenschaft, 1-11.&nbsp; <a href="http://dx.doi.org/10.1007/s11618-017-0787-6" data-mce-href="http://dx.doi.org/10.1007/s11618-017-0787-6" target="_blank">DOI: 10.1007/s11618-017-0787-6</a> &nbsp; Artelt, C. (2016). Teacher Judgments and Their Role in the Educational Process. Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary, Searchable, and Linkable Resource. Wiley. <a href="http://dx.doi.org/10.1002/9781118900772.etrds0402" data-mce-href="http://dx.doi.org/10.1002/9781118900772.etrds0402" target="_blank">DOI: 10.1002/9781118900772.etrds0402</a> &nbsp; Lehrbuchkapitel: Artelt, C. &amp; Kunter, M. (2019). Kompetenzen und berufliche Entwicklung von Lehrkräften. In D. Urhahne, M. Dresel &amp; F. Fischer (Hrsg.), Psychologie für den Lehrberuf. (S. 395-418). Heidelberg: Springer. <a href="http://dx.doi.org/10.1007/978-3-662-55754-9" data-mce-href="http://dx.doi.org/10.1007/978-3-662-55754-9" target="_blank">DOI: 10.1007/978-3-662-55754-9</a> Artelt, C. &amp; Wirth, J. (2014) Kognition und Metakognition. In T. Seidel &amp; A. Krapp (Hrsg.) Lehrbuch Pädagogische Psychologie. (S. 167-192). Weinheim: Beltz.&nbsp;