Dr. Nora Neuenhaus

Administration
Administration | Third-Party Funds

Vita

Research interests

  • Metacognition and Self-Regulated Learning
  • Learning Strategies
  • Self-Assessment and Self-Regulation

    • Publications

    2023

    Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: The role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 42, 32061-32075. https://doi.org/10.1007/s12144-022-04184-7

    2022

    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

    2021

    Goppert, S., Neuenhaus, N., & Pfost, M. (2021). Ein Werkstattbericht und erste deskriptive Befunde: Das Forschungsprojekt SeLF - selbstreguliertes Lernen an der Hochschule. die hochschullehre, 7(22), 221-236. https://doi.org/10.3278/HSL2122W

    2019

    Edossa, A. K., Neuenhaus, N., Artelt, C., Schneider, W., & Lingel, K. (2019). Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school. European Journal of Psychology of Education, 34(2), 397-416. https://doi.org/10.1007/s10212-018-0393-x

    2018

    Neuenhaus, N., Artelt, C., Schneider, W., & Lingel, K. (2018). Does metacognitive knowledge mediate the relation between goal orientations and educational achievement in secondary school students? Electronic Journal of Research in Educational Psychology, 16, 5–33. https://doi.org/10.25115/ejrep.v16i44.1935

    2017

    Neuenhaus, N., Artelt, C., & Schneider, W. (2017). Lernstrategiewissen im Bereich Englisch: Entwicklung und erste Validierung eines Tests für Schülerinnen und Schüler der frühen Sekundarstufe. Diagnostica, 63(2), 135-147. https://doi.org/10.1026/0012-1924/a000171
    Schneider, W., Lingel, K., Artelt, C., & Neuenhaus, N. (2017). Metacognitive knowledge in secondary school students: Assessment, structure, and developmental change. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Hrsg.), Competence assessment in education: Research, models and instruments (S. 285-302). Springer International Publishing. https://doi.org/10.1007/978-3-319-50030-0_17

    Selected presentations and lectures

    2021

    Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (14. - 16. September 2021). Predictors of adolescents’ change in reading literacy: The roles of applying reading strategies, reading motivation, and declarative metacognition [Vortrag]. Educational and Developmental Psychology of the DGPs (PAEPSY), Heidelberg, Germany.

    2019

    Artelt, C., Goppert, S., Pfost, M., & Neuenhaus, N. (12. - 16. August 2019). Mixed methods? A comparison of different judgments and indicators for metacomprehension [Vortrag]. Paper presented at the 18th Biennial European Conference for Research on Learning and Instruction, Aachen , Germany.
    Goppert, S., Neuenhaus, N., Pfost, M., & Artelt, C. (26. Februar 2019). Mixed methods in metacomprehension? Ein Vergleich verschiedener Judgments und Indikatoren zur Messung von Metacomprehension und deren Beziehung zum Leseverständnis [Vortrag]. Vortrag im Rahmen der 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung, Köln, Deutschland.

    2016

    Neuenhaus, N., Grobe, F. B., & Artelt, C. (2016, August 23 - 26). Self-reported strategy use and its relation to strategic text processing and re-reading within a computer based multiple-choice reading test [Paper presentation]. Paper presented at the 7th Biennial Meeting of the Special Interest Group 16 "Metacognition" of the European Association for Research on Learning and Instruction, Nijmegen, The Netherlands.