Prof. Dr. Michael Schneider

Michael Schneider ist Professor für Pädagogische Psychologie an der Universität Trier. 

Forschungsinteressen

  • Mathematisch-naturwissenschaftliches Lernen
  • Kognitive Grundlagen des Kompetenzerwerbs
  • Evidenzbasierte Hochschuldidaktik
  • Effektive Übungstechniken (deliberate practice) und Hochleistungen
  • Potenziale von Metaanalysen und Strukturgleichungsmodellen in der Lernforschung

Kurzvita

Seit 2011     Professor (W3) für Pädagogische Psychologie, Universität Trier

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

2006-2011   Postdoc, Abteilung für Lehr- und Lernforschung (Elsbeth Stern), Mitarbeit in der Lehrerbildung, ETH Zürich

2006            Promotion an der TU Berlin

2002-2006   wissenschaftlicher Mitarbeiter am Max-Planck-Institut für Bildungsforschung (Elsbeth Stern), Berlin

2002            Studienabschluss als Diplompsychologe, TU Berlin

Preise und Stipendien

2014/15       Lehrpreis des Landes Rheinland-Pfalz

2012-2022   Acht erste und zwei zweite Lehrpreise der Fachschaft Psychologie

1997-2001   Stipendium der Studienstiftung des deutschen Volkes

Gutachtertätigkeit

(Ko-)Gutachter für Promotionen

Caroline Hornung, University of Luxembourg (2010); Greet Peters, University of Leuven (2013); Carrie Kovacs, University of Luxembourg (2013); Katharina Vogl, University of Trier (2015); Julian Rubel, University of Trier (2015); Peter Edelsbrunner, ETH Zurich (2017); Bianca Simonsmeier, Trier University (2018); Maja Flaig, Trier University (2018); Johannes Stricker, Trier University (2019); Svevolod Scherrer, Trier University (2019); Shu (Cindy) Chew, University of Melbourne (2019); Andre Bittermann, Trier University (2020); Yannick Runge, Trier University (2020); Thomas Simacek, Trier University (2021)

Ad-Hoc-Reviewer für wissenschaftliche Organisationen

BMBF (2017); Estonian Science Foundation (2010); Israel Science Foundation (2013); DFG (2013, 2020, 2021); Leverhulme Trust (2015); Mercator Research Center Ruhr (2021); Research Foundation Flanders, Belgium (2010, 2011); European Association for Research on Learning and Instruction (2011, 2013); Deutsche Gesellschaft für Psychologie, Dissertationspreis (2021)

Ad-Hoc-Reviewer für Fachzeitschriften

Child Development Perspectives; Clinical Neurology and Neurosurgery; Cognition; Cognitive Development; Cognitive Psychology; Cognitive Science; Developmental Psychology; Developmental Science; Educational Assessment; Experimental Psychology; Frontline Learning Research; Journal of Educational Psychology; Journal of Experimental Child Psychology; Journal of Experimental Psychology: Learning, Memory & Cognition; Journal of Numerical Cognition; Learning and Individual Differences; Learning and Instruction; Lehrerbildung auf dem Prüfstand; Mathematical Thinking and Learning; Mind, Brain & Education; Psychologie in Erziehung und Unterricht; Psychological Bulletin; Psychotherapie, Psychosomatik, Medizinische Psychologie; Quarterly Journal of Experimental Psychology; Scientific Reports; Trends in Cognitive Sciences; ZDM - International Journal on Mathematics Education; Zeitschrift für Pädagogische Psychologie; Zeitschrift für Psychologie

Universitäre Selbstverwaltung und professionelle Tätigkeiten

Universität Trier

  • Koordinator der Studiengänge BSc Psychologie und MSc Psychologie (seit 2012)
  • Geschäftsführer des Fachs Psychologie (2014/15 und 2022/23)
  • Mitglied im Fachbereichsrat des Fachbereichs I (2014-2017)
  • Mitglied im Fachausschuss für Studium und Lehre, Fachbereich I (seit 2017)
  • Stellvertretendes Mitglied der Senatskommission für Studium und Lehre (seit 2017)
  • Delegierter im Sportbeirat der Universität (seit 2019)

Extern

  • Coordinator of the Special Interest Group Conceptual Change of the European Association for Research on Learning and Instruction (EARLI) (2009 - 2013)
  • Chair of the 8th International Conference on Conceptual Change, University of Trier, Germany (September 1-4, 2012)
  • Member of the expert group of the Innovative Learning Environments project of the Organisation for Economic Co-operation and Development (OECD) (2009)
  • Member of the international program committee of the EARLI Advanced Study Colloquium Cognitive Neuroscience Meets Mathematics Education in Brugge, Belgium (2009)

Mitgliedschaften

Publikationen

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

2022

  • 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. https://doi.org/10.1080/19345747.2022.2118197 [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. https://doi.org/10.1016/j.jecp.2022.105521[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. https://doi.org/10.1080/10615806.2022.2056165

  • 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/doi.org/10.1177/03057356211065172[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. https://doi.org/10.1016/j.jecp.2021.105353[pdf]

2021

  • 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 Cognition, 7, 479-482. https://doi.org/10.5964/jnc.7617[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. https://doi.org/10.1080/00461520.2021.1939700[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. https://doi.org/10.1080/17437199.2021.1967184[pdf]

  • Buecker, S., Stricker, J., & Schneider, M. (2021). Central questions about meta-analyses in psychological research: An annotated reading list. Current Psychology. https://doi.org/10.1007/s12144-021-01957-4[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. https://doi.org/10.1016/j.cognition.2021.104789[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]

2020

  • 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. https://doi.org/10.1080/02699931.2020.1854187

  • 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. https://doi.org/10.1007/s11162-020-09591-y[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. https://doi.org/10.1007/s10648-019-09504-1[pdf]

2019

  • Stricker, J., Schneider, M., & Preckel, F. (2019). School satisfaction differentially predicts multidimensional perfectionism one year later. Personality and Individual Differences, 143, 30-35. https://doi.org/10.1016/j.paid.2019.02.014

  • 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. https://doi.org/10.1002/per.2[pdf]

2018

  • 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. https://doi.org/10.1111/cdev.13068[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. https://doi.org/10.1016/j.lindif.2017.11.001[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. https://doi.org/10.1016/j.lindif.2017.12.008[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. https://doi.org/10.1016/j.jrp.2018.02.007[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. https://doi.org/10.1016/j.neubiorev.2017.11.001. [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. https://doi.org/10.1037/spy0000117 [pdf]

2017

  • Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143, 565–600. https://doi.org/10.1037/bul0000098[pdf]
  • Halbeisen, G., Walther, E., & Schneider, M. (2017). Evaluative conditioning and the development of attitudes in early childhood. Child Development, 88, 1536–1543. https://doi.org/10.1111/cdev.12657[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. https://doi.org/10.1111/desc.12372[pdf]

2016

  • 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. https://doi.org/10.5964/jnc.v2i1.10 [pdf] [Journal]

    2014/15

    • 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. https://doi.org/10.1016/j.learninstruc.2014.03.002[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. https://doi.org/10.1007/s10648-015-9302-x[pdf]
      (Part of the special issue Myth or Reality? Evaluating Common Practices and Beliefs in Education[Link])

    2013

    • 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. https://doi.org/10.1016/j.cortex.2012.11.009[pdf]
    • Schneider, M., * & Hardy, I. * (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49, 1639-1649. https://doi.org/10.1037/a0030976 [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. https://doi.org/10.1016/j.neuropsychologia.2013.02.001 [pdf]

    2012

    2011

    • 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. https://doi.org/10.1037/a0024997 [pdf]

    2010

    • 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. https://doi.org/10.1007/s11858-010-0278-1[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. https://doi.org/10.1037/a0018170[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. https://doi.org/10.1080/09297041003689780[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. https://doi.org/10.1002/icd.640[pdf]
    • Schneider, M., & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental Psychology, 46, 178-192. https://doi.org/10.1037/a0016701[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. https://doi.org/10.1016/j.edurev.2009.11.001

    2009

    • 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. https://doi.org/10.1037/a0013840[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. https://doi.org/10.1016/j.cogdev.2008.07.002[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]