Publications

Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N.. Artelt, C., Goldhammer, F., Naumann, J. & Schoor, C. (2023). Fostering multiple document comprehension: Motivational factors and its relationship with the use of self-study materials. Zeitschrift für Erziehungswissenschaft, 26, 727-750. https://doi.org/10.1007/s11618-023-01163-x (Open Access)

Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., Naumann, J., & Artelt, C. (in press). Diagnostik des Leseverständnisses multipler Texte: MultiTex. In T. Richter & W. Lenhard (Hrsg.), Diagnose und Förderung des Lesens im digitalen Kontext. Göttingen: Hogrefe.

Schoor, C., Hahnel, C., Artelt, C., Goldhammer, F., & Kroehne, U. (2023). Multiple Document Comprehension-Test (MDC-Test). Forschungsdatenzentrum Bildung am DIPF. https://doi.org/10.7477/506:316:57

Schoor, C. Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kröhne, U. Goldhammer, F. & Artelt, C. (2022). Das Textverstehen von Studierenden beim Lesen multipler Dokumente und dessen Förderung. In S. Alker-Windbichler, A. Kuhn, B. Lodes & G. Stocker (Hrsg.), Bibliothek im Kontext, Band 5: Akademisches Lesen – Medien, Praktiken, Bibliotheken. (S. 57-86). Wien: Vienna University Press / V&R unipress

Mahlow, N., Hahnel, C., Artelt, C., Kroehne, U., Goldhammer, F., & Schoor, C. (in press). The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension. Learning and Individual Differences.

Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C., & Schoor, C. (2021). Automated and controlled processes in comprehending multiple documents. Studies in Higher Education, 46(10), 2074-2086. DOI: 10.1080/03075079.2021.1953333 (Open Access)

Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kröhne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, 102018. DOI: 10.106/j.lindif.2021.10201

Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents. Frontiers in Psychology, 11. DOI: 10.3389/fpsyg.2020.562450

Schoor, C. (2020). Lesen in Zeiten von Fake News. Über den Umgang mit multiplen Dokumenten. uni.vers Forschung 2020: Lernen, ein Leben lang - Bamberger Beiträge zur Bildungsforschung, 40-43.

Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden [Developing and scaling a test of multiple document comprehension in university students]. Diagnostica, 66, 123-135. DOI: 10.1026/0012-1924/a000231

Schoor, C., Hahnel, C., Mahlow, N., Klagges, J., Kroehne, U., Goldhammer, F., & Artelt, C. (2020). Multiple document comprehension of university students: Test development and relations to person and process characteristics. In O. Zlatkin-Troitschanskaia & H. A. Pant (Eds.), Student Learning Outcomes in Higher Education (pp. 223-242). Heidelberg: Springer. https://www.springer.com/gp/book/9783658278854

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N., & Artelt, C. (2019). Validating process variables of sourcing in an assessment of multiple document comprehension. British Journal of Educational Psychology, 89(3), 524-537. DOI: 10.1111/bjep.12278

Hahnel, C., Mahlow, N., Schoor, C., & Cerdán, R. (2019). Promoting reading goals and strategy knowledge to improve university students' comprehension of multiple documents. In C. Lautenbach, J. Fischer, O. Zlatkin-Troitschanskaia, M. Toepper, & H. A. Pant (Eds.), Student learning outcomes assessment in higher education - ideas, approaches and concepts for research, transfer and implementation (KoKoHS Working Papers, 12) (pp. 10-12). Berlin & Mainz: Humboldt University & Johannes Gutenberg University.

Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., Mahlow, N., & Artelt, C. (2019). The role of cognitive load for university students’ comprehension of multiple documents. Zeitschrift für Pädagogische Psychologie, 33(2), 105-118. DOI: 10.1024/1010-0652/a000238

Conference contributions

Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (2023). Wer profitiert motivational? Effekte von Leistungsfeedback in einem Test zur Multiple Document Comprehension und Über- bzw. Unterschätzung auf die Feedbackwahrnehmung und Motivation sich zu verbessern. Poster auf der 10. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), 28.02. - 02.03.2023, Duisburg, Germany.

Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, J., Artelt, C., & Schoor, C. (2022). Fostering multiple document comprehension: Motivational influences on the use of self-study material. Paper presented at the EARLI SIG 8 conference, 24.-26.08.2022, Dresden, Germany.

Kroehne, U., Hahnel, C., Deribo, T., Zink, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (2022). Die Integration psychometrischer Assessments mit Prozessindikatoren in Lernmanagementsystemen. Vortrag auf der 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 9.-11.3.2022, Bamberg.

Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (2022). Welche Rolle spielt die subjektive Wertzuschreibung von Studierenden bei der Förderung von Multiple Document Comprehension? Vortrag auf der 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 9.-11.3.2022, Bamberg.

Zink, T., Hahnel, C., Kröhne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, J., Artelt, C., & Schoor, C. (2021). Effects of score-based and log data-based feedback in a test of multiple document comprehension. Poster at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden.

Mahlow, N., Hahnel, C., Kröhne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2021). Transmission and transaction beliefs: The factor structure of the German Reader Belief Inventory. Poster at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden.

Mahlow, N., Hahnel, C., Kröhne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). Transmission and transaction beliefs: Zur Faktorstruktur des Reader Belief Inventory. Poster at the 8th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.03.2020, Potsdam. https://www.conftool.pro/gebf2020/index.php?page=browseSessions&search=mahlow (Conference canceled)

Mahlow, N., Artelt, C., Hahnel, C., Goldhammer, F., Kröhne, U., & Schoor, C. (2019). More than reading competence? Findings on the understanding of multiple documents by university students. Paper to be presented at the paEpsy-Tagung 2019, 9.-12.09.19, Leipzig, Germany.

Hahnel, C. & Schoor, C. (2019). Analyzing trace data as an approach for the investigation of central processes of reading. Symposium at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

Schoor, C., Hahnel, C., Mahlow, N., Kröhne, U., Goldhammer, F., & Artelt, C. (2019). Processes of multiple document comprehension and their relationship to test performance. Paper presented at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

Schoor, C., Hahnel, C., Mahlow, N., Kröhne, U., Goldhammer, F., & Artelt, C. (2019). The relationship of achievement goal orientations and multiple document comprehension. Paper presented in the SIG 2 Invited Symposium at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2019). Mehr als Lesekompetenz? – Befunde zum Verständnis multipler Dokumente von Studierenden. Paper presented at the 7th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.02.2019, Köln, Germany.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2018). Representing Attention to Source Information with the Aid of Process Indicators from an Assessment of Multiple Document Comprehension. Paper presented at the 51st Congress of the Deutsche Gesellschaft für Psychologie (DGPs), 15.-20.09.2018, Frankfurt, Germany.

Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kröhne, U., & Goldhammer, F. (2018). Task models in multiple document comprehension. Paper presented at the EARLI SIG 2 conference, 27.-29.08.2018, Freiburg, Germany.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). Domain-related epistemic beliefs and their relation to multiple document comprehension. Paper presented at the 2018 Annual Meeting of the Society for Text & Discourse, 17.-19.07.2018, Brighton, UK.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2018). Validating Process Indicators of Accessing Source Information Constructed from an Assessment of Multiple Document Comprehension. Paper presented at the Conference of the International Test Commission (ITC), 02.-05.07.2018, Montreal, Canada.

Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). The relationship of achievement goal orientations and multiple document literacy: A variable-centered and person-centered approach. Poster presented at the 2018 Annual Meeting ot the American Educational Research Association (AERA), 13.-17.04.2018, New York, USA.

Kröhne, U., Artelt, C., Goldhammer, F., Hahnel, C., Mahlow, N., & Schoor, C. (2018). Formale Definition von Indikatoren aus Log-Daten am Beispiel eines computerbasierten Tests zur Erfassung von Multiple Document Literacy. Paper presented at the 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2018, Basel, Schweiz.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). Zum Zusammenhang von epistemischen Überzeugungen und kognitiven Anforderungen von Multiple Documents Literacy. Poster presented at the 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2018, Basel, Schweiz.

Schoor, C., Hahnel, C., Artelt, C., Kröhne, U., & Goldhammer, F. (2018). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Paper presented at the 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2018, Basel, Schweiz.

Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., & Artelt, C. (2017). Lassen sich theoretisch angenommene Prozesse im multiplen Textverstehen auch empirisch wiederfinden? Paper presented at the 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2017, 13.-15.03.2017, Heidelberg.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Artelt, C., Reimann, D., Lockl, K., & Roßbach, H.-G. (2016). Using process data from log files to explain measures of multiple documents literacy (MDL). Paper presented at the EARLI SIG 27 conference, 29.11.-01.12.2016, Oulu, Finland.

Schoor, C., Artelt, C., Reimann, D., Hahnel, C., Kröhne, U., & Goldhammer, F. (2016). Development of a test assessing multiple document comprehension of university students. Paper presented at the MDL workshop, 14.-15.11.2016, Paris, France.