Prof. Dr. Susanne Narciss

Prof. Dr. Susanne Narciss hatte von 04/2014 - 09/2015 eine W3-Professur am Lehrstuhl für Psychologie II der Universität Passau.

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, 71(C), pp. 56-76. Abstract available at 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. Number 23, June 2013, pp. 7-26.

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, New York: Springer Science & Business Media, LLC, pp. 243-260. Abstract available at doi: 10.1007/978-1-4419-5546-3_17

Kramarski, B., Desoete, A., Bannert, M., Narciss, S., & Perry, N. (2013). New Perspectives on Integrating Self-Regulated Learning at School. Education Research International, Article ID 498214. http://dx.doi.org/10.1155/2013/498214

Narciss, S. (2012). Feedback in instructional contexts. In N. Seel (Ed.), Encyclopedia of the Learning Sciences, vol. F(6), pp. 1285-1289. New York: Springer Science & Business Media, LLC (doi: 10.1007/978-1-4419-1428-6_282). Abstract available at http://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_282

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

Eichelmann, A., Narciss, S., Schnaubert, L., & Melis, E. (2012). Typische Fehler und Fehlerquellen bei der Addition und Subtraktion von Brüchen – Ein Review zu empirischen Fehleranalysen. Journal für Mathematik-Didaktik, 33, pp. 29–57 (doi: 10.1007/s13138-011-0031-5).

Proske, A., Narciss, S. & McNamara, D. (2012). Computer-based Scaffolding to Facilitate Students’ Development of Expertise in Academic Writing.  Journal of Research in Reading, 35, pp. 136-152 (doi: 10.1111/j.1467-9817.2010.01450.x). http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2010.01450.x/abstract 

Narciss, S. (2011). Systematische Verhaltensanalyse und Verhaltensmodifikation auf der Basis lernpsycho­lo­gischer Erkenntnisse. In U. Wittchen & J. Hoyer (Eds.). Lehrbuch klinische Psychologie und Psych­otherapie, 2. Auflage, pp. 419-434. Heidelberg: Springer (doi: 10.1007/978-3-642-13018-2_17). Abstract available at http://link.springer.com/chapter/10.1007%2F978-3-642-13018-2_17

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, pp. 230-24. Abstract available at 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, pp. 205-208. doi:10.1016/j.ijer.2011.08.001

Kapp, F., Körndle, H., Narciss, S., & Proske, A (2011). Interaktive Lernaufgaben als Erfolgsfaktor für das nachhaltige Lernen und Lehren mit neuen Medien. Zeitschrift für E-Learning, 6(1), pp. 21-32.

Strijbos, J.-W., Narcis, 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, pp. 291-303. Abstract available at doi:10.1016/j.learninstruc.2009.08.008

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 Educational Communications and Technology, 3rd ed., pp. 125-144. Mahaw, NJ: Lawrence Erlbaum Associates. [ausgezeichnet mit dem AECT-Distinguished Development Award 2007]

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), pp. 281-307.

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

Proske, A., Narciss, S. & Körndle, H. (2007). Interactivity and learners’ achievement in web-based learning. Journal of Interactive Learning Research, 18(4), pp. 511-531. Abstract available at http://www.editlib.org/noaccess/21087/

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, pp. 310-322. Abstract available at doi:10.1016/j.learninstruc.2006.07.003

Narciss, S. (2006). Informatives tutorielles Feedback. Entwicklungs- und Evaluationsprinzipien auf der Basis instruktionspsychologischer Erkenntnisse. Reihe Pädagogische Psychologie und Entwicklungs-psychologie, Band 56. Münster: Waxmann.

Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), pp. 214-228 (doi: 10.1027/1618-3169.51.3.214). Abstract available at http://www.psycontent.com/content/v8850426u7q4g771/

Narciss, S. (2001). Mentales Training sensomotorischer Fertigkeiten. In: K.J. Klauer (Eds.), Handbuch Kognitives Training, 2. überarbeitete und erweiterte Auflage, pp. 323-348. Göttingen: Hogrefe.
(Publikation zur Dissertation)

Narciss, S. (1999). Application of Doignon and Falmagne’s “Theory of Knowledge Structures” to the assessment of motor learning processes. In: D. Albert & J. Lukas (Eds.), Knowledge Spaces: Theories, Empirical Research, Applications, pp. 197-220. Mahwah, NJ: Lawrence Erlbaum Associates.