Publikationen

Eine vollständige Liste finden Sie hier (Complete list of publications).

In Peer Reviewed Journals

Spangenberger, P., Matthes, N., Kruse, L., Draeger, I., Narciss, S., & Kapp, F. (2021). Experiences with a Serious Game Introducing Basic Knowledge About Renewable Energy Technologies: A Practical Implementation in a German Secondary School. Journal of Education for Sustainable Development.
https://doi.org/10.1177/0973408220981445

Strijbos, J. W., Pat-El, R., & Narciss, S. (2021). Structural validity and invariance of the feedback perceptions questionnaire. Studies in Educational Evaluation, 68, 100980.
https://doi.org/10.1016/j.stueduc.2021.100980

Candel, C. Vidal-Abarca, E., Cerdán, R., Lippmann, M., & Narciss, S. (2020). Effects of timing of formative feedback in computer-assisted learning environments. J Comput Assist Learn. 2020; 1–11. 
https://doi.org/10.1111/jcal.12439 

Gegenfurtner, A., Narciss, S., Fryer, L. K., Järvelä, S., & Harackiewicz, J. M. (2020). Editorial: Affective learning in digital education. Frontiers in Psychology, 11.
https://doi.org/10.3389/fpsyg.2020.630966

Lippmann, M., Danielson, R. W., Schwartz, N. H., Körndle, H., & Narciss, S. (2020). Effects of keyword tasks and biasing titles on metacognitive monitoring and recall. Metacognition and Learning, 1-21. 
https://doi.org/10.1007/s11409-020-09246-4

Mende, S., Proske, A., & Narciss, S. (2020). Individual preparation for collaborative learning: Systematic review and synthesis. Educational Psychologist, 1-25. 
https://doi.org/10.1080/00461520.2020.1828086

Narciss, S. (2020). European Society for Psychology Learning and Teaching (ESPLAT). Psychologische Rundschau, 71, 394-396. 
https://doi.org/10.1026/0033-3042/a000501

Narciss, S., Hammer, E., Damnik, G., Kisielski, K., & Körndle, H. (2020). Promoting Prospective Teacher Competencies for Designing, Implementing, Evaluating, and Adapting Interactive Formative Feedback Strategies. Psychology Learning & Teaching.
DOI: 10.1177/1475725720971887 .

Kapp, F., Spangenberger, P., Kruse, L., Narciss, S. (2019). Investigating changes in self-evaluation of technical competences in the serious game Serena Supergreen: Findings, challenges and lessons learned. Metacognition and Learning 14, 387–411 (2019).
https://doi.org/10.1007/s11409-019-09209-4

Kleitman, S., & Narciss, S. (2019). Introduction to the special Issue “applied metacognition: real-world applications beyond learning”. Metacognition Learning 14, 335–342 (2019). https://doi.org/10.1007/s11409-019-09214-7

Lippmann, M., Laudel, H., Heinzle, M., & Narciss, S. (2019). Relating Instructional Design Components to the Effectiveness of Internet-Based Mindfulness Interventions: A Critical Interpretive Synthesis. Journal of medical Internet research, 21(11), e12497.
DOI: 10.2196/12497

Lippmann, M., Schwartz, N. H., Jacobson, N. G., & Narciss, S. (2019). The concreteness of titles affects metacognition and study motivation. Instructional Science, 47(3), 257-277.
https://doi.org/10.1007/s11251-018-9478-9

Narciss, S. (2019). Curriculum design for (non-) psychology programs–a reflection on general and specific issues, and approaches on how to address them: Comment on Dutke et al., 2019. Psychology Learning & Teaching, 18(2), 144-147.
https://doi.org/10.1177%2F1475725719831498

Wortha, F., Azevedo, R., Taub, M., & Narciss, S. (2019). Multiple negative emotions during learning with digital learning environments–Evidence on their detrimental effect on learning from two methodological approaches. Frontiers in Psychology, 10, 2678.
https://doi.org/10.3389/fpsyg.2019.02678

Peters, O., Körndle, H., & Narciss, S. (2018). Effects of a Formative Assessment Script on how Vocational Students Generate Formative Feedback to a Peer’s or their own Performance. European Journal of Psychology of Education 33 (1), 117–143. https://doi.org/10.1007/s10212-017-0344-y Impact factor: 1.556

Goldin, I., Narciss, S., Foltz, P., & Bauer, M. (2017). New Directions in Formative Feedback in Interactive Learning Environments. International Journal of Artificial Intelligence in Education, 27 (3), 385-392.

Hemker, L., Prescher, C., & Narciss, S. (2017). Design and Evaluation of a Problem-Based Learning Environment for Teacher Training. Interdisciplinary Journal of Problem-Based Learning, 11(2), 10.
https://doi.org/10.7771/1541-5015.1676

Peters, O., Körndle, H., & Narciss, S. (2017). Effects of a Formative Assessment Script on how Vocational Students Generate Formative Feedback to a Peer’s or their own Performance. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-017-0344-y

Magreehan, D.A., Serra, M.J., Schwartz, N.H., & Narciss, S. (2016) Further Boundary Conditions for the Effects of Perceptual Disfluency on Judgments of Learning. Metacognition and Learning, 11(1), 35-56.

Schoor, C., Narciss, S. & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist (50), 97-119. dx.doi.org/10.1080/00461520.2015.1038540

Kapp, F., Proske, A., Narciss, S., & Körndle, H. (2015). Distributing vs. blocking learning questions in a web-based learning environment. Journal of Educational Computing Research 51(4), 397 -416.

Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., Melis, E. (2014).  Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71C, S. 56-76. doi: 10.1016/j.compedu.2013.09.011 

Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, 23, 7-26. [Accessed: 27/04/2014] http://greav.ub.edu/der]

Damnik, G., Proske, A., Narciss, S., & Körndle, H. (2013). Informal learning with technology: The effects of self-constructing externalizations. The Journal of Educational Research, 106(6), 431-440. doi:10.1080/00220671.2013.832978

Narciss, S., Koerndle, H., & Dresel, M. (2011). Self-evaluation accuracy and satisfaction with performance: Are there affective costs or benefits of positive self-evaluation bias? International Journal of Educational Research. 50, 230-240, doi:10.1016/j.ijer.2011.08.004

Bouffard, T., & Narciss, S. (2011). Benefits and Risks of Positive Biases in Self-evaluation of Academic Competence: Introduction. International Journal of Educational Research. 50, 205-208, doi: /10.1016/j.ijer.2011.08.001

Strijbos, J.-W., Narciss, S., & Dünnebier, K. (2010). Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and Instruction, 20, 291-303 doi:10.1016/j.learninstruc.2009.08.008

Narciss, S. & Körndle, H. (2008). Benefits and constraints of distributed cognition in foreign language learning. Creating a web-based tourist guide for London. Journal of Research on Technology in Education, 40(3), 281-307.

Narciss, S., Proske, A. & Körndle, H. (2007). Promoting Self-regulated learning in Web-based Learning Environments. Computers and Human Behavior, 23, 1126-1144. doi:10.1016/j.chb.2006.10.006

Narciss, S. & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training on written subtraction. Learning and Instruction, 16, 310-322.

Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), 214-228.

In Peer Reviewed Handbooks and Books

Narciss, S. (2020). Feedbackstrategien für interaktive Lernaufgaben. In H. Niegemann & A. Weinberger (Eds). Handbuch Bildungstechnologie (pp. 369-392). Berlin, Heidelberg: Springer. http://doi-org-443.webvpn.fjmu.edu.cn/10.1007/978-3-662-54368-9_35

Narciss, S. (2017). Conditions and Effects of Feedback Viewed Through the Lens of the Interactive Tutoring Feedback Model. In D. Carless, S.M. Bridges, C.K.Y. Chan, & R. Glofcheski (Eds), Scaling up Assessment for Learning in Higher Education (pp. 173-189). Singapore: Springer

Narciss, S., Koerndle, H. & Proske, A. (2013). Challenges of investigating metacognitive tool use and effects in (rich) web-based learning environments. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 243-260). New York: Springer Science & Business Media, LLC. DOI: 10.1007/978-1-4419-5546-3_17

Narciss, S. (2012). Feedback in instructional contexts. In N. Seel (Ed.), Encyclopedia of the Learning Sciences, Volume F(6), pp. 1285-1289. New York: Springer Science & Business Media, LLC.

Narciss, S. (2012). Feedback strategies. In N. Seel (Ed.), Encyclopedia of the Learning Sciences, Volume F (6), pp. 1289-1293. New York: Springer Science & Business Media, LLC.

Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J.M. Spector, M.D. Merrill, J.J.G. van Merrienboer, & M.P. Driscoll (Eds.), Handbook of Research on Educa¬tional Communications and Technology (3rd ed., pp. 125-144). Mahaw, NJ: Lawrence Erlbaum Associates. [ausgezeichnet mit dem AECT-Distinguished Development Award 2007]