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PD Dr. Cornelia Schoor

Competencies, Personality, Learning Environments | Long-term Monitoring of Digital and Data-Related Competencies of the German Population

Vita

Publications

2024

Schoor, C. (2024). University students’ beliefs about science and their relationship with knowledge about science. European Journal of Psychology of Education, 39, 1039-1117. https://doi.org/10.1007/s10212-023-00724-2
Schoor, C., Rouet, J.-F., & Britt, M. A. (2024). Reading for university or for myself? Effects of context and beliefs about science on college students' document selection. Journal of Educational Psychology, 116(3), 317-345. https://doi.org/10.1037/edu0000849
Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., Naumann, J., & Artelt, C. (2024). Diagnostik des Leseverständnisses multipler Texte: MultiTex. In T. Richter, & W. Lenhard (Hrsg.), Diagnose und Förderung des Lesens im digitalen Kontext (S. 101-116). Hogrefe. https://doi.org/10.1026/03256-000

2023

Schoor, C., Rouet, J.-F., & Britt, M. A. (2023). Effects of context and discrepancy when reading multiple documents. Reading and Writing, 36, 1111-1143. https://doi.org/10.1007/s11145-022-10321-2
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

2022

Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2022). The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension. Learning and Individual Differences, 94(3), Article 102116. https://doi.org/10.1016/j.lindif.2022.102116
Neuenhaus, N., Grobe, F. B., Schoor, C., & Artelt, C. (2022). High achieving ninth grade students’ self-reported strategy use and its relation to strategic reading behavior. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-022-00659-0
Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, 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: Akademisches Lesen – Medien, Praktiken, Bibliotheken (5, S. 57-86). Vienna University Press / V&R unipress. https://www.beck-shop.de/alker-windbichler-kuhn-lodes-stocker-akademisches-lesen/product/33347680

2021

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. https://doi.org/10.1080/03075079.2021.1953333
Schoor, C., & Schütz, A. (2021). Science-utility and science-trust associations and how they relate to knowledge about how science works. PLOS ONE, 16(12), Article e0260586. https://doi.org/10.1371/journal.pone.0260586
Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, Article 102018. https://doi.org/10.1016/j.lindif.2021.102018

2020

Heyne, N., Artelt, C., Gnambs, T., Gehrer, K., & Schoor, C. (2020). Instructed highlighting of text passages – Indicator of reading or strategic performance? Lingua, 236, Article 102803. https://doi.org/10.1016/j.lingua.2020.102803
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, Article 562450. https://doi.org/10.3389/fpsyg.2020.562450
Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Diagnostica, 66(2), 123–135. https://doi.org/10.1026/0012-1924/a000231
Schoor, C., Hahnel, C., Mahlow, N., Klagges, J., Kröhne, 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, M. Toepper, & C. Lautenbach (Eds.), Student learning in German higher education: Innovative measurement approaches and research results (pp. 221–240). Springer VS. https://doi.org/10.1007/978-3-658-27886-1_11

2019

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. https://doi.org/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 (KoKoHs Working Papers No. 12). http://www.kompetenzen-im-hochschulsektor.de/index_ENG.php
Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., Mahlow, N., & Artelt, C. (2019). The role of cognitive load in university students' comprehension of multiple documents. Zeitschrift für Pädagogische Psychologie, 33(2), 105-118. https://doi.org/10.1024/1010-0652/a000238
Schoor, C., Melzner, N., & Artelt, C. (2019). The effect of the wording of multiple documents on learning. Zeitschrift für Pädagogische Psychologie, 33(3-4), 223-240. https://doi.org/10.1024/1010-0652/a000246

Selected presentations and lectures

2024

Schoor, C., Lockl, K., von Maurice, J., Wolter, I., & Artelt, C. (18. - 20. März 2024). Entwicklung eines Tests der digitalen und datenbezogenen Kompetenzen der deutschen Bevölkerung – Rahmenkonzeption und erste Daten zu psychometrischen Eigenschaften der Items [Vortrag]. 11. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Potsdam, Deutschland.
Schoor, C., Lockl, K., von Maurice, J., Wolter, I., & Artelt, C. (2024, September 4 - 6). Comprehension of text and graphics in the 21st century: Development of a data literacy test [Poster presentation]. EARLI SIG 2 Conference - Comprehension of texts and graphics: From human to artificial intelligence , Valencia, Spain. https://www.earli.org/sig-2-conference-2024
Tabbers, H., Hahnel, C., Schiffner, D., & Schoor, C. (2024, September 4 - 6). I know exactly how I did, didn't I? Monitoring accuracy in multiple document comprehension [Symposium contribution]. EARLI SIG 2 Conference - Comprehension of texts and graphics: From human to artificial intelligence , Valencia, Spain. https://www.earli.org/sig-2-conference-2024
Zink, T., Hahnel, C., Kröhne, U., Deribo, T., Artelt, C., Goldhammer, F., Naumann, N. J., & Schoor, C. (2024, September 4 - 6). Who benefits motivationally? Feedback and motivation to improve multiple document comprehension [Paper presentation]. EARLI SIG 2 Conference - Comprehension of texts and graphics: From human to artificial intelligence , Valencia, Spain. https://www.earli.org/sig-2-conference-2024

2023

Schoor, C., Rouet, J.-F., & Britt, M. A. (2023, August 22 - 26). Student’s task model before and after working on a multiple-document task [Symposium contribution]. 20th Biennial european conference for research on learning and instruction, Thessaloniki, Greece. https://www.earli.org/assets/files/EARLI2023-Programme-280723.pdf
Tabbers, H., Hahnel, C., Schiffner, D., & Schoor, C. (2023, August 22 - 26). Seems like a difficult task! Monitoring accuracy in multiple document comprehension. [Symposium contribution]. 20th Biennial european conference for research on learning and instruction, Thessaloniki, Greece. https://www.earli.org/assets/files/EARLI2023-Programme-280723.pdf
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (28. Februar - 2. März 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 [Posterpräsentation]. 10. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Duisburg, Deutschland.

2022

Kroehne, U., Hahnel, C., Deribo, T., Zink, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, N. J., & Schoor, C. (9. - 11. März 2022). Die Integration psychometrischer Assessments mit Prozessindikatoren in Lernmanagementsystemen [Vortrag]. 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Schoor, C., Rouet, J.-F., & Britt, M. A. (2022, August 29 - 31). Student’s task model before and after working on multiple document tasks [Paper presentation]. European Association for Research on Learning and Instruction (EARLI) Special Interest Group (SIG) 2 Conference, Kiel, Germany. https://www.earli.org/SIG2_Conference2022
Schoor, C., Rouet, J.-F., & Britt, M. A. (9. - 11. März 2022). Lese ich für mich oder für die Uni? Replikation und Erweiterung von Befunden zum Einfluss des Kontexts auf die Auswahl von Dokumenten [Vortrag]. 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, N. J., & Schoor, C. (9. - 11. März 2022). Welche Rolle spielt die subjektive Wertzuschreibung von Studierenden bei der Förderung von Multiple Document Comprehension? [Vortrag]. 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, N. J., Artelt, C., & Schoor, C. (24. - 26. August 2022). Fostering multiple document comprehension: Motivational influences on the use of self-study material [Vortrag]. European Association for Research on Learning and Instruction (EARLI) Special Interest Group (SIG) 8 Conference, Dresden, Germany.

2021

Schoor, C., Rouet, J.-F., & Britt, M. A. (14. - 16. September 2021). Lese ich für mich oder für die Uni? Der Einfluss des Kontexts auf die Auswahl von Dokumenten [Vortrag]. 18. Fachgruppentagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PaePsy2021), Heidelberg, Deutschland.
 

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