Publikationen

2024

Colantonio, J., Bascandziev, I., Theobald, M.,Brod, G. & Bonawitz, E. (akzeptiert). Predicting Learning: Understanding the role of executive functions in children's belief revision using Bayesian Models. Topics in Cognitive Science.

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)