| The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning M Nückles, J Roelle, I Glogger-Frey, J Waldeyer, A Renkl Educational Psychology Review 32, 1089-1126, 2020 | 231 | 2020 |
| Synthesizing cognitive load and self-regulation theory: a theoretical framework and research agenda ABH de Bruin, J Roelle, SK Carpenter, M Baars, EFG-MRE Educational Psychology Review 32, 903-915, 2020 | 147 | 2020 |
| Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters J Roelle, K Berthold Learning and Instruction 49, 142–156, 2017 | 95 | 2017 |
| Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters J Roelle, M Nückles Journal of Educational Psychology 111, 1341-1361, 2019 | 86 | 2019 |
| Do cognitive and metacognitive processes set the stage for each other? J Roelle, C Nowitzki, K Berthold Learning and Instruction 50, 54-64, 2017 | 77 | 2017 |
| Effects of informing learners about the dangers of making overconfident judgments of learning J Roelle, EM Schmidt, A Buchau, K Berthold Journal of Educational Psychology 109 (1), 99-117, 2017 | 55 | 2017 |
| The expertise reversal effect in prompting focused processing of instructional explanations J Roelle, K Berthold Instructional Science 41, 635-656, 2013 | 54 | 2013 |
| Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept J Roelle, A Renkl Journal of Educational Psychology 112, 131-147, 2020 | 52 | 2020 |
| The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions J Roelle, N Lehmkuhl, MU Beyer, K Berthold Journal of Educational Psychology 107 (3), 705-723, 2015 | 51 | 2015 |
| Rubrics enhance accuracy and reduce cognitive load in self-assessment R Krebs, B Rothstein, J Roelle Metacognition and Learning 17 (2), 627-650, 2022 | 49 | 2022 |
| Two instructional aids to optimise processing and learning from instructional explanations J Roelle, K Berthold, A Renkl Instructional Science 42, 207-228, 2014 | 48 | 2014 |
| Can generative learning tasks be optimized by incorporation of retrieval practice? J Waldeyer, S Heitmann, J Moning, J Roelle Journal of Applied Research in Memory and Cognition 9, 355-369, 2020 | 47 | 2020 |
| Effects of comparing contrasting cases on learning from subsequent explanations J Roelle, K Berthold Cognition and Instruction 33 (3), 199-225, 2015 | 42 | 2015 |
| How did it get so late so soon? The effects of time management knowledge and practice on students’ time management skills and academic performance S Trentepohl, J Waldeyer, J Fleischer, J Roelle, D Leutner, J Wirth Sustainability 14 (9), 5097, 2022 | 40 | 2022 |
| Example-based learning: The benefits of prompting organization before providing examples J Roelle, S Hiller, K Berthold, S Rumann Learning and Instruction 49, 1-12, 2017 | 40 | 2017 |
| Example-based learning: should learners receive closed-book or open-book self-explanation prompts? S Hiller, S Rumann, K Berthold, J Roelle Instructional Science 48, 623-649, 2020 | 37 | 2020 |
| Effects of feedback on learning strategies in learning journals: learner-expertise matters J Roelle, K Berthold, S Fries International Journal of Cyber Behavior, Psychology and Learning 1 (2), 16-30, 2011 | 37 | 2011 |
| The use of solved example problems for fostering strategies of self‐regulated learning in journal writing J Roelle, S Krüger, C Jansen, K Berthold Education Research International 2012 (1), 751625, 2012 | 36 | 2012 |
| Self-regulated learning by writing learning protocols: Do goal structures matter? J Moning, J Roelle Learning and Instruction 75, 2021 | 34 | 2021 |
| Testing is more desirable when it is adaptive and still desirable when compared to note-taking S Heitmann, A Grund, K Berthold, S Fries, J Roelle Frontiers in Psychology, 2018 | 33 | 2018 |
Alexander RenklUniversity of Freiburg (Germany)確認したメール アドレス: psychologie.uni-freiburg.de