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PD Dr. Cornelia Schoor

Competencies, Personality, Learning Environments | Long-term Monitoring of Digital and Data-Related Competencies of the German Population

Vita

Publications

2024

Schoor, C., Rouet, J.-F., & Britt, M. A. (2024). Reading for university or for myself? Effects of context and beliefs about science on college students' document selection. Journal of Educational Psychology, 116(3), 317-345. https://doi.org/10.1037/edu0000849
Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., Naumann, J., & Artelt, C. (2024). Diagnostik des Leseverständnisses multipler Texte: MultiTex. In T. Richter, & W. Lenhard (Hrsg.), Diagnose und Förderung des Lesens im digitalen Kontext (S. 101-116). Hogrefe. https://doi.org/10.1026/03256-000

2023

Schoor, C. (2023). University students’ beliefs about science and their relationship with knowledge about science. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-023-00724-2
Schoor, C., Rouet, J.-F., & Britt, M. A. (2023). Effects of context and discrepancy when reading multiple documents. Reading and Writing, 36, 1111-1143. https://doi.org/10.1007/s11145-022-10321-2
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (2023). Fostering multiple document comprehension: Motivational factors and its relationship with the use of self-study materials. Zeitschrift für Erziehungswissenschaft, 26, 727–750. https://doi.org/10.1007/s11618-023-01163-x

2022

Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2022). The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension. Learning and Individual Differences, 94(3), Article 102116. https://doi.org/10.1016/j.lindif.2022.102116
Neuenhaus, N., Grobe, F. B., Schoor, C., & Artelt, C. (2022). High achieving ninth grade students’ self-reported strategy use and its relation to strategic reading behavior. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-022-00659-0
Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., & Artelt, C. (2022). Das Textverstehen von Studierenden beim Lesen multipler Dokumente und dessen Förderung. In S. Alker-Windbichler, A. Kuhn, B. Lodes, & G. Stocker (Hrsg.), Bibliothek im Kontext: Akademisches Lesen – Medien, Praktiken, Bibliotheken (5, S. 57-86). Vienna University Press / V&R unipress. https://www.beck-shop.de/alker-windbichler-kuhn-lodes-stocker-akademisches-lesen/product/33347680

2021

Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C., & Schoor, C. (2021). Automated and controlled processes in comprehending multiple documents. Studies in Higher Education, 46(10), 2074-2086. https://doi.org/10.1080/03075079.2021.1953333
Schoor, C., & Schütz, A. (2021). Science-utility and science-trust associations and how they relate to knowledge about how science works. PloS ONE, 16(12), Article e0260586. https://doi.org/10.1371/journal.pone.0260586
Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, Article 102018. https://doi.org/10.1016/j.lindif.2021.102018

2020

Heyne, N., Artelt, C., Gnambs, T., Gehrer, K., & Schoor, C. (2020). Instructed highlighting of text passages – Indicator of reading or strategic performance? Lingua, 236, Article 102803. https://doi.org/10.1016/j.lingua.2020.102803
Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). More than (single) text comprehension? On university students’ understanding of multiple documents. Frontiers in Psychology, 11, Article 562450. https://doi.org/10.3389/fpsyg.2020.562450
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(2), 123–135. https://doi.org/10.1026/0012-1924/a000231
Schoor, C., Hahnel, C., Mahlow, N., Klagges, J., Kröhne, U., Goldhammer, F., & Artelt, C. (2020). Multiple document comprehension of university students: Test development and relations to person and process characteristics. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, & C. Lautenbach (Eds.), Student learning in German higher education: Innovative measurement approaches and research results (pp. 221–240). Springer VS. https://doi.org/10.1007/978-3-658-27886-1_11

2019

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(3), 524-537. https://doi.org/10.1111/bjep.12278
Hahnel, C., Mahlow, N., Schoor, C., & Cerdán, R. (2019). Promoting reading goals and strategy knowledge to improve university students' comprehension of multiple documents. KoKoHs Working Papers 12. http://www.kompetenzen-im-hochschulsektor.de/index_ENG.php
Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., Mahlow, N., & Artelt, C. (2019). The role of cognitive load in university students' comprehension of multiple documents. Zeitschrift für Pädagogische Psychologie, 33(2), 105-118. https://doi.org/10.1024/1010-0652/a000238
Schoor, C., Melzner, N., & Artelt, C. (2019). The effect of the wording of multiple documents on learning. Zeitschrift für Pädagogische Psychologie, 33(3-4), 223-240. https://doi.org/10.1024/1010-0652/a000246

Selected presentations and lectures

2024

Schoor, C., Lockl, K., von Maurice, J., Wolter, I., & Artelt, C. (18. - 20. März 2024). Entwicklung eines Tests der digitalen und datenbezogenen Kompetenzen der deutschen Bevölkerung – Rahmenkonzeption und erste Daten zu psychometrischen Eigenschaften der Items [Vortrag]. 11. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Potsdam, Deutschland.
Schoor, C., Lockl, K., von Maurice, J., Wolter, I., & Artelt, C. (2024, September 4 - 6). Comprehension of text and graphics in the 21st century: Development of a data literacy test [Poster presentation]. EARLI SIG 2 conference, Valencia, Spain. https://www.earli.org/sig-2-conference-2024

2023

Schoor, C., Rouet, J.-F., & Britt, M. A. (2023, August 22 - 26). Student’s task model before and after working on a multiple-document task [Symposium contribution]. 20th Biennial european conference for research on learning and instruction, Thessaloniki, Greece. https://www.earli.org/assets/files/EARLI2023-Programme-280723.pdf
Tabbers, H., Hahnel, C., Schiffner, D., & Schoor, C. (2023, August 22 - 26). Seems like a difficult task! Monitoring accuracy in multiple document comprehension. [Symposium contribution]. 20th Biennial european conference for research on learning and instruction, Thessaloniki, Greece. https://www.earli.org/assets/files/EARLI2023-Programme-280723.pdf
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (28. Februar - 2. März 2023). Wer profitiert motivational? Effekte von Leistungsfeedback in einem Test zur Multiple Document Comprehension und Über- bzw. Unterschätzung auf die Feedbackwahrnehmung und Motivation sich zu verbessern [Posterpräsentation]. 10. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Duisburg, Deutschland.

2022

Kroehne, U., Hahnel, C., Deribo, T., Zink, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, N. J., & Schoor, C. (9. - 11. März 2022). Die Integration psychometrischer Assessments mit Prozessindikatoren in Lernmanagementsystemen [Vortrag]. 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Schoor, C., Rouet, J.-F., & Britt, M. A. (2022, August 29 - 31). Student’s task model before and after working on multiple document tasks [Paper presentation]. European Association for Research on Learning and Instruction (EARLI) Special Interest Group (SIG) 2 Conference, Kiel, Germany. https://www.earli.org/SIG2_Conference2022
Schoor, C., Rouet, J.-F., & Britt, M. A. (9. - 11. März 2022). Lese ich für mich oder für die Uni? Replikation und Erweiterung von Befunden zum Einfluss des Kontexts auf die Auswahl von Dokumenten [Vortrag]. 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, N. J., & Schoor, C. (9. - 11. März 2022). Welche Rolle spielt die subjektive Wertzuschreibung von Studierenden bei der Förderung von Multiple Document Comprehension? [Vortrag]. 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, N. J., Artelt, C., & Schoor, C. (24. - 26. August 2022). Fostering multiple document comprehension: Motivational influences on the use of self-study material [Vortrag]. European Association for Research on Learning and Instruction (EARLI) Special Interest Group (SIG) 8 Conference, Dresden, Germany.

2021

Schoor, C., Rouet, J.-F., & Britt, M. A. (14. - 16. September 2021). Lese ich für mich oder für die Uni? Der Einfluss des Kontexts auf die Auswahl von Dokumenten [Vortrag]. 18. Fachgruppentagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PaePsy2021), Heidelberg, Deutschland.
 

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