Prof. Dr. Michael Schneider

Michael Schneider is Professor for Educational Psychology at Trier University.

Online Profiles

Research Interests

  • Mathematics and science learning
  • Cognition & instruction
  • Evidence-based teaching practices in higher education
  • Deliberate practice and expert performance
  • Potentials of meta-analyses and structural equation models in the learning sciences

Short CV

Since 2011    Professor (W3) for Educational Psychology, Trier University

2007-2008     Postdoc, Developmental Psychology (Robert S. Siegler), Carnegie Mellon University, USA

2006-2011     Postdoc, Research on Learning and Instruction (Elsbeth Stern) & Teacher Training Program, ETH Zürich

2006              Ph.D., Technical University Berlin

2002-2006     Ph.D. student, Max Planck Institute für Human Development (Elsbeth Stern), Berlin

2002              Diploma in Psychology, Technical University Berlin


[Translate to Englisch:] Wie guter Unterricht intelligentes Wissen schafft: Handlungswissen aus der Lehr-Lernforschung
[Translate to Englisch:] Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe: Wie man Vorlesungen, Seminare und Projekte effektiv gestaltet


  • Schneider, M., Grabner, R. H., Saalbach, H., Schalk, L. (2022). Wie guter Unterricht intelligentes Wissen schafft: Handlungswissen aus der Lehr-Lernforschung. Stuttgart: Kohlhammer. [Publisher][GoogleBooks] 

  • Edelsbrunner, P., Flaig, M., & Schneider, M. (2022). A simulation study on latent transition analysis for examining profiles and trajectories in education: Recommendations for fit statistics. Journal of Research on Educational Effectiveness [Full text link]

  • Nuraydin, S., Stricker, J., Ugen, S., Martin, R., & Schneider, M. (2022). The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6,484 Luxembourgish ninth-graders. Journal of Experimental Child Psychology, 225[pdf]

  • Stricker, J., Schneider, M., & Preckel, F. (2022). Concurrent and predictive relations of multidimensional perfectionism with test anxiety in secondary school students. Anxiety, Stress & Coping.

  • Passarotto, E., Preckel, F., Schneider, M., & Müllensiefen, D. (2022). Deliberate practice in music: Development and psychometric validation of a standardized measurement instrument. Psychology of Music, 50, 1637-1655. https/[Full text link]

  • Nuraydin, S., Stricker, J., & Schneider, M. (2022). No transfer effect of a fraction number line game on fraction understanding or fraction arithmetic: A randomized controlled trial. Journal of Experimental Child Psychology, 217, 105353.[pdf]


  • Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L., & Luwel, K. (2021). The importance of replicating meta-analyses: Commentary on “Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies”. Journal of Numerical Cognition7, 479-482.[Full text link]

  • Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2021). Domain-specific prior knowledge and learning: A meta-analysis. Educational Psychologist, 57, 31-54.[pdf]

  • Simonsmeier, B. A., Flaig, M., Simacek, T., Schneider, M. (2021). What sixty years of research says about the effectiveness of patient education on health: A second order meta-analysis. Health Psychology Review, 16, 450-474.[pdf]

  • Buecker, S., Stricker, J., & Schneider, M. (2021). Central questions about meta-analyses in psychological research: An annotated reading list. Current Psychology.[Full text link]

  • Stricker, J., Vogel, S. E., Schöneburg-Lehnert, S., Krohn, T., Dögnitz, S., Jud, N., Spirk, M., Windhaber, M.-C., Schneider, M., & Grabner, R. H. (2021). Interference between naïve and scientific theories occurs in mathematics and is related to mathematical achievement. Cognition, 214, 104789.[pdf]

  • Flaig, M., Heltemes, T., & Schneider, M. (2021). Lernförderliche Durchführung von Lehrveranstaltungen. In R. Kordts-Freudinger, N. Schaper, A, Scholkmann, & B. Szczyrba (Eds.), Handbuch Hochschuldidaktik (pp. 73-86). utb. [Link]


  • Halbeisen, G., Schneider, M., & Walther, E. (2020). Liked for their looks: Evaluative conditioning and the generalisation of conditioned attitudes in early childhood. Cognition and Emotion, 35, 607-618.

  • Simonsmeier, B., Peiffer, H., Flaig, M, & Schneider, M. (2020). Peer feedback improves students’ academic self-concept in higher education. Research in Higher Education, 61, 706-724.[pdf]

  • Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32, 391-414.[pdf]


  • Stricker, J., Schneider, M., & Preckel, F. (2019). School satisfaction differentially predicts multidimensional perfectionism one year later. Personality and Individual Differences, 143, 30-35.

  • Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2019). Multidimensional perfectionism and the Big Five personality traits: A Metaanalysis. European Journal of Personality, 33, 176-196.[pdf]


  • Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L., & Luwel, K. (2018). Associations of number line estimation with mathematical competence: A meta-analysis. Child Development, 89,1467-1484.[pdf]

  • Hickendorff, M., Edelsbrunner, P., Schneider, M., Trezise, K., & McMullen, J. (2018). Informative tools for characterizing individual differences in learning: Latent Class, Latent Profile, and Latent Transition Analysis. Learning and Individual Differences, 66, 4-15.[pdf]
    (Part of the special issue Modelling Student Characteristics and Development: Latent Variable Mixture Model Approaches)

  • Flaig, M., Simonsmeier, B. A., Mayer, A.-K., Rosman, T., Gorges, J., & Schneider, M. (2018). Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis. Learning and Individual Differences, 62, 49-61.[pdf]
    (Part of the special issue Modelling Student Characteristics and Development: Latent Variable Mixture Model Approaches)

  • Schneider, M., & Flaig, M. (2018). Hochschuldidaktik [Instruction in higher education]. In D. H. Rost, J. Sparfeld, & S. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed.) (pp. 242-249). Weinheim: Beltz.

  • Bücker, S., Nuraydin, S. Simonsmeier, B. A., Schneider, M. Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94.[pdf]

  • Simonsmeier, B. A., Grabner, R. H., Hein, J., Krenz, U., Schneider, M. (2018). Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis. Neuroscience & Biobehavioral Reviews, 84, 171-181. [pdf]

  • Schneider, M., Thompson, C. A., Rittle-Johnson, B. (2018). Associations of magnitude comparison and number line estimation with mathematical competence: A comparative review (pp. 100-119). In P. Lemaire (Ed.), Cognitive development from a strategy perspective: A festschrift for Robert Siegler. London: Routledge. [pdf][Publisher][Google Books]

  • Simonsmeier, B. A., Frank, C., Gubelmann, H., & Schneider, M. (2018). The effects of motor imagery training on performance and mental representation of 7- to 15-year old gymnasts of different levels of expertise. Sport, Exercise, and Performance Psychology, 7, 155-168. [pdf]


  • Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143, 565–600.[pdf]
  • Halbeisen, G., Walther, E., & Schneider, M. (2017). Evaluative conditioning and the development of attitudes in early childhood. Child Development, 88, 1536–1543.[pdf]
  • Schneider, M., Beeres, K., Coban, L., Merz, S., Schmidt, S. S., Stricker, J., De Smedt, B. (2017). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. Developmental Science, 20, e12372.[pdf]


  • Alcock, L., Ansari, D., Batchelor, S., Bissona, M.-J., De Smedt, B., Gilmore, C., Göbel, S. M., Hannula-Sormunen, M., Hodgen, J., Inglis, M., Jones, I., Mazzocco, M., McNeil, N., Schneider, M., Simms, V., Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. [pdf] [Journal]


    • Torbeyns, J. Schneider, M., Xin, Z., & Siegler, R. S. (2015). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5-13.[pdf]
      (Part of the special issue Mind the Gap! Studies on the Development of the Rational Number Concept [Link])
    • Rittle-Johnson, B., Schneider, M., & Star, J. (2015). Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27, 587-597.[pdf]
      (Part of the special issue Myth or Reality? Evaluating Common Practices and Beliefs in Education[Link])


    • Heine, A., Wißmann, J., Tamm, S., De Smedt, B., Schneider, M., Stern, E., Verschaffel, L., & Jacobs, A. M. (2013). An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities. Cortex, 49, 2162-2177.[pdf]
    • Schneider, M., * & Hardy, I. * (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49, 1639-1649. [pdf] 
      * both authors contributed equally
    • Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S., & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51, 979-989. [pdf]



    • Schneider, M., Rittle-Johnson, B., & Star, J. R. (2011). Relations between conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology, 47, 1525-1538. [pdf]


    • Grabner, R. H., Ansari, D., Schneider, M., De Smedt, B., Hannula, M., Stern, E. (ed.) (2010). Special issue on cognitive neuroscience and mathematics education research. ZDM – International Journal on Mathematics Education, 42(6).
    • Stern, E., & Schneider, M. (2010). A digital road map analogy of the relationship between neuroscience and educational research [Editorial]. ZDM – International Journal on Mathematics Education, 42, 511-514.[pdf]
      (In the special issue Cognitive Neuroscience and Mathematics Education Research)
    • Schneider, M., & Siegler, R. S. (2010). Representations of the magnitudes of fractions. Journal of Experimental Psychology: Human Perception and Performance, 36, 1227-1238.[pdf]
    • Heine, A., Tamm, S., De Smedt, B., Schneider, M., Thaler, V., Torbeyns, J., Stern, E., Verschaffel, L., & Jacobs, A. M. (2010). The numerical Stroop effect in primary school children: A comparison of low, normal, and high achievers. Child Neuropsychology, 16, 461-477.[pdf]
    • Heine, A., Thaler, V., Tamm, S., Hawelka, S., Schneider, M., Torbeyns, J., De Smedt, B., Verschaffel, L., Stern, E., Jacobs, A. M. (2010). What the eyes already 'know': Using eye measurement to tap into children's implicit numerical magnitude representations. Infant and Child Development, 19, 175-186.[pdf]
    • Schneider, M., & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental Psychology, 46, 178-192.[pdf]
    • De Smedt, B., Ansari, D., Grabner, R. H., Hannula, M. M., Schneider, M., & Verschaffel, L. (2010). Cognitive neuroscience meets mathematics education. Educational Research Review, 5, 97-105.


    • Schneider, M., Grabner, R. H., & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101, 359-372.[pdf]

    Vor 2009

    • Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A., & Stern, E. (2008). A validation of eye movements as a measure of elementary school children’s developing number sense. Cognitive Development, 23, 424-437.[pdf]
    • Schneider, M., & Stern, E. (2007). Informationsverarbeitungsansätze der Entwicklungspsychologie [Information processing accounts in developmental psychology]. In M. Hasselhorn & W. Schneider (Eds.), Handbuch der Entwicklungspsychologie (pp. 26-37). Göttingen: Hogrefe. [pdf]
    • Stern, E., Felbrich, A., & Schneider, M. (2006, 2010, 2018). Mathematik lernen [Learning mathematics]. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (3rd, 4th, & 5th ed.) (pp. 507-514). Weinheim: Beltz. [pdf]