Publikationen

2025

Theobald, M., & Brod, G. (2025). The role of feedback and working memory for goal-related monitoring and goal revision. Learning and Instruction, 97, 102108. https://doi.org/10.1016/j.learninstruc.2025.102108 (pdf)

Holstein*, E. R., Theobald*, M., Weindorf, L. S., & Brod, G. (2025). Developing Conflict Monitoring Abilities Predict Children’s Revision of an Intuitive Theory. Child Development. 96,1207–1219. https://doi.org/10.1111/cdev.14241 (pdf) *geteilte Erstautorinnenschaft

2024

Theobald, M. (2024). Study longer or study effectively? Better study strategies can compensate for less study time and predict goal achievement and lower negative affect. British Journal of Educational Psychology, bjep.12725. (pdf) https://doi.org/10.1111/bjep.12725

Colantonio, J., Bascandziev, I., Theobald, M.,Brod, G. & Bonawitz, E. (2024). Predicting Learning: Understanding the role of executive functions in children's belief revision using Bayesian Models. Topics in Cognitive Scienc, 6, https://doi.org/10.1111/tops.12749 (pdf)

Theobald, M.,Colantonio, J., Bascandziev, I., Bonawitz, E., & Brod, G. (2024). Do reflection prompts promote children's conflict monitoring and revision of misconceptions? Child Development, 95, e253–e269. https://doi.org/10.1111/cdev.14081 (pdf)

2023

Theobald, M., Bäulke, L., Bellhäuser, H., Breitwieser, J., Mattes, B., Brod, G., Daumiller, M., Dresel, M., Liborius, P., & Nückles, M. (2023). A Multi-Study Examination of Intra-Individual Feedback Loops Between Competence and Value Beliefs, Procrastination, and Goal Achievement. Contemporary Educational Psychology, 102208. https://doi.org/10.1016/j.cedpsych.2023.102208 (pdf)

Bellhäuser, H., Dignath, C., & Theobald, M. (2023). Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment. Frontiers in Psychology, 14(May). https://doi.org/10.3389/fpsyg.2023.1125873 (pdf)

Colantonio, J., Bascandziev, I., Theobald, M., Brod, G., & Bonawitz, E. (2023). Seeing the Error in My “Bayes”: A Quantified Degree of Belief Change Correlates with Children’s Pupillary Surprise Responses Following Explicit Predictions. Entropy, 25(2), 211. https://doi.org/10.3390/e25020211 (pdf)

2022

Colantonio, J., Bascandziev, I., Theobald, M., Brod, G., & Bonawitz, E. (2022). Priors, Progressions, and Predictions in Science Learning: Theory-Based Bayesian Models of Children’s Revising Beliefs of Water Displacement. EEE Transactions on Cognitive and Developmental Systems, PP, 1–1. https://doi.org/10.1109/TCDS.2022.3220963 (pdf)

Theobald, M., Breitwieser, J., & Brod, G. (2022). Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test Anxiety. Psychological Science. https://doi.org/10.1177/09567976221119391 (pdf)

Brod, G., Greve, A., Jolles, D., Theobald, M. & Galeano-Keiner, E. M. (2022). Explicitly Predicting Outcomes Enhances Learning of Expectancy-Violating Information. Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-022-02124-x (pdf)

Theobald, M., & Bellhäuser, H. (2022). How Am I Going and Where to Next? Elaborated Online Feedback Improves University Students’ Self-Regulated Learning and Performance. The Internet and Higher Education, 55, 100872 https://doi.org/10.1016/j.iheduc.2022.100872 (pdf)

Theobald, M., Galeano-Keiner, E., & Brod, G. (2022). Predicting vs. guessing: the role of confidence for pupillometric markers of curiosity and surprise. Cognition and Emotion, 36(4), 731–740. https://doi.org/10.1080/02699931.2022.2029733 (pdf)

2021

Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976 (pdf)

Theobald, M., & Bellhäuser, H. (2021). Mind the gap! Unmet time schedules predict university students’ negative affect during the examination phase. Zeitschrift für  Entwicklungspsychologie und Pädagogische Psychologie, 51,190–203. https://doi.org/10.1026/0049-8637/a000218 (pdf)

Theobald, M., Bellhäuser, H., & Nückles, M. (2021). Editorial: Inside self-regulated learning: Measuring and predicting intra- and inter-individual variation in self-regulated learning over time. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51,183–189. https://doi.org/10.1026/0049-8637/a000224 (pdf)

Theobald, M., Bellhäuser, H., & Imhof, M. (2021). Deadlines don't prevent cramming: Course instruction and individual differences shape university students’ use of learning strategies and performance. Learning and Individual Differences, 87,101994. https://doi.org/10.1016/j.lindif.2021.101994 (pdf)

Theobald, M., Breitwieser, J., Murayama, K., & Brod, G. (2021). Achievement Emotions Mediate the Link between Goal Failure and Goal Revision: Evidence from Digital Learning Environments. Computers in Human Behavior, 119,106726. https://doi.org/10.1016/j.chb.2021.106726 (pdf)

Theobald, M., & Brod, G. (2021). Tackling scientific misconceptions: the element of surprise. Child Development, 92(5), 2128–2141. https://doi.org/10.1111/cdev.13582 (pdf)

Theobald, M. (2021). Metaanalyse. In Imhof M. & Bellhäuser H. (Eds.). Psychologische Forschungsmethoden in den Bildungswissenschaften: Eine Einführung für Lehramtsstudierende. Bern: Hogrefe AG.

2019

Theobald, M. (2019). Describing, predicting, and promoting self-regulated learning processes of university students (Dissertation). Johannes Gutenberg-Universität Mainz.

2018

Theobald, M., Bellhäuser, H., & Imhof, M. (2018). Identifying individual differences using log-file analysis: Distributed learning as mediator between conscientiousness and exam grades. Learning and Individual Differences, 65, 112–122. http://doi.org/10.1016/j.lindif.2018.05.019 (pdf)

2015

Theobald, M., Aschersleben, G., Karbach, J., Hasmann, R., Karpinski, N., & Petermann, F. (2015). Kinder mit Behinderungen und deren Familien: Evaluation des Stepping Stones Triple P Elterntrainings. Zeitschrift für Psychiatrie, Psychologie und Psychotherapie, 63, 247-253. https://doi.org/10.1024/1661-4747/a000247 (pdf)