Publikationen
Hasche, G., Kunter, M., Krause, Ann-Kathrin & Dignath, C. (accepted). Die Kompetenz von Lehrkräften im inklusiven Unterricht von Kindern im Autismus-Spektrum: Entwicklung und Validierung eines Assessments. Zeitschrift für Erziehungswissenschaft.
Van Berk, B. Kröhne, U. & Dignath, C. (2024). On the Right Track: Decoding Self-Regulated Learning in Young Students' Log Data with the Digital Train Track Task. Frontiers in Education, Themenheft Learning Analytics.
Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. N., ... & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning, 19(1), 381-419.
Schell, C. S., Dignath, C., Kleen, H., John, N., & Kunter, M. (2024). Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs. Teaching and Teacher Education, 142, 104526.
Fischer, A. & Dignath, C. (2024). How do teachers’ promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency. Unterrichtswissenschaft, Themenheft, 52(1), 65-92.
Dignath, C. & Karlen, Y. (2023). Teachers’ professional competence to support metacognition. In S. Larkin (Ed.), Metacognition and Education: Future Trends (S. 45-66). Oxfordshire: Taylor & Francis.
Bertram, V., Baier-Mosch, F. Dignath, C. & Kunter, M. (2023). Promoting pre- and in-service teachers’ digital competence by using reverse mentoring. Unterrichtswissenschaft, Themenheft “Digitalisierung in der Lehrkräftebildung - Qualitätsentwicklung, Status Quo und Professionalisierungsansätze”. https://doi.org/10.1007/s42010-023-00183-0
Dignath, C., Van Ewijk, R., Perels, F. & Fabriz, S. (2023). Let learners monitor the learning content and their learning behavior! A meta-analysis on the effectiveness of tools to foster monitoring. Educational Psychology Review, 35(2), 62.
Dignath, C. & Fischer, A. (2023). Die Rolle der Lehrkraft im Kontext von Selbstregulation beim Lernen. (Angehende) Lehrkräfte als selbstreguliert Lernende und selbstregulationsfördernde Lehrende. In N. McElvany, A. L. Grecu, R. Lorenz, M. Becker, C. Dignath & H. Gaspard (Hrsg.), Jahrbuch der Schulentwicklung Band 23. 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung (S. 291-314). Beltz.
Dignath, C. & M. Hasselhorn (2023). Selbstregulationsförderung: Gelingensbedingungen und Herausforderungen bei Lern- und Verhaltensschwierigkeiten. In M. Börnert-Ringleb, G. Casale, M. Balt & M. Herzog (Hrsg.), Lern- und Verhaltensschwierigkeiten in der Schule - Erscheinungsformen, Erklärungsmodelle und Implikationen für die Praxis (S. 177-185). Stuttgart: Kohlhammer.
Bellhäuser, H., Dignath, C. & Theobald, M. (2023). Daily automated feedback enhances self-regulated learning: A longitudinal randomized field experiment. Frontiers in Psychology, Manuscript ID: 1125873.
McElvany, N., Grecu, A. L., Lorenz, R., Becker, M., Dignath, C. & Gaspard, H. (2023). Jahrbuch der Schulentwicklung Band 23. 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung. Beltz.
Dignath, C., Rimm-Kaufman, S., Van Ewijk, R. & Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: A meta-analytical study. Educational Psychology Review, 34(4), 2609–2660.
Dignath, C. & Mevarech, Z. (2021). Mind the gap between research and practice in the area of teachers' support of metacognition and SRL. Special Issue guest-edited in Metacognition and Learning. https://doi.org/10.1007/s11409-021-09285-5
Dignath, C. (2021). For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning, 16(3), 555-594.
Dignath, C., Fink, J. & Kunter, M. (2021). Reading persuasive texts affects preservice teachers’ beliefs about cultural diversity in the classroom. Journal of Teacher Education, 73(2), 188-200.
Dignath, C. & Veenman, M.J.V. (2021). The role of direct strategy instruction in promoting self-regulated learning - evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533.
Baier, F., Maurer, C., Dignath, C., & Kunter, M. (2021). Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases. Instructional Science, 49(6), 855-876.
Dignath, C. & Sprenger, L. (2020). Can you only diagnose what you know? The relation between teachers’ self-regulation of learning concepts, and their assessment of students’ self-regulation. Frontiers in Education, 5, 228.
Dignath, C., Meschede, N., Kunter, M. & Hardy, I. (2020). Entwicklung eines Fragebogens zur Erfassung von Überzeugungen Lehramtsstudierender zum Unterrichten in heterogenen Klassen: Befunde zur Kriteriumsvalidität und Veränderungssensitivität. Themenheft Psychologie in Erziehung und Unterricht, 67(3), 194-211.
Hehn-Oldiges, M., Adl-Amini, K., Meschede, N., Dignath, C., Burgwald, C.A., Corvacho del Toro, I., Weber, N. & Hardy, I. (2019). Professionalisierung von zukünftigen Lehrkräften im Kontext von Heterogenität unter Verwendung digitaler Lerneinheiten. Herausforderung Lehrer_innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, 2(3), 233-250.
Benick, M., Dignath, C., Weißenfels, M., Bellhäuser, H. & Perels, F. (2019). Interventionen zur Förderung selbstregulierten Lernens. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Jahrbuch der pädagogisch-psychologischen Diagnostik. Tests und Trends. Bd. 17 Diagnostik und Förderung von Motivation und Volition im Schulkontext (S. 177-192). Göttingen: Hogrefe.
Dignath, C. & Büttner, G. (2018). Investigating teachers’ direct and indirect promotion of self-regulated learning in primary and secondary mathematics classrooms – insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127-157.
Dignath, C. (2017). What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83-105.
Dignath, C., Fabriz, S. & Büttner, G. (2015). Fostering self-regulated learning (SRL) among students by means of an electronic learning diary - a training experiment. Journal of Cognitive Education and Psychology, Special Issue on University Student Learning, 1, 1-21.
Donker-Bergstra, A., De Boer, H., Kostos, D., Dignath, C. & van der Werf, G. (2014). Effectiveness of learning strategy instruction on academic performance: a meta-analysis. Educational Research Review, 11, 1-26.
Dignath, C., Dickhäuser, O. & Büttner, G. (2013). Assessing how teachers enhance self-regulated learning - a multi-perspective approach. Journal of Cognitive Education and Psychology, Special Issue on Self-Regulated Learning, 21, 338-358.
Fabriz, S., Dignath, C., Poarch, G. & Büttner, G. (2013). Fostering self-monitoring of university students by means of a standardized learning journal - a longitudinal study with process analyses. European Journal of Psychology of Education, 1-17.
Dignath, C. & Van der Werf, G. (2012). What teachers think about self-regulated learning: An investigation of teacher beliefs about enhancing students' self-regulation and how they predict teacher behavior. Education Research International, doi: 10.1155/2012/741713.
Dignath, C. (2011). Evaluating the effects of self-regulation trainings using meta-analysis. In B. Zimmerman & D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 376-392). New York: Routledge.
Dignath, C. (2011). Metaanalyse zur Evaluation psycho-sozialer Interventionen. In J. Haberstroh & J. Pantel (Eds.), Demenz psychosozial behandeln. Psychosoziale Interventionen bei Demenz in Praxis und Forschung(pp. 378-384). Heidelberg: AKA.
Kistner, S., Rakoczy, K., Otto, B., Dignath, C., Büttner, G. & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5, 157-171.
Perels, F., Dignath, C. & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24, 17-32.
Souvignier, E. & Dignath, C. (2009). Pädagogische Interventionsforschung: Historischer Rückblick. In T. Hascher & B. Schmitz (Eds.), Handbuch Pädagogische Interventionsforschung(pp. 12-30). Weinheim: Juventa.
Büttner, G., Dignath, C. & Otto, B. (2009). Förderung von selbstreguliertem Lernen und Metakognition. In M. Fingerle & S. Ellinger (Eds.), Evidenzbasierte Förderkonzepte(pp. 53-66). Stuttgart: Kohlhammer.
Dignath, C. & Fabriz, S. (2009). Gruppentraining für ängstliche und sozial unsichere Kinder und ihre Eltern. In Langfeldt, H.P & Büttner, G. (Eds.), Trainingsprogramme zur schulischen Förderung(pp. 159-170). Weinheim: Beltz.
Fabriz, S. & Dignath, C. (2009). Mutig werden mit Til Tiger. Ein Trainingsprogramm für sozial unsichere Kinder von Ahrens-Eipper & Leplow. In Langfeldt, H.P. & Büttner, G. (Eds.), Trainingsprogramme zur schulischen Förderung (pp. 171-181). Weinheim: Beltz.
Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition & Learning, 3, 231-264.
Dignath, C., Büttner, G. & Langfeldt, H.-P. (2008). How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review, 3, 101-129.
Fabriz, S., Dignath, C., Poarch, G. & Büttner, G. (2007). Förderung von Selbstregulationskompetenz mit standardisierten Lerntagebüchern. In M. Krämer, S. Preiser & K. Brudeylins (Eds.), Psychologiedidaktik und Evaluation VI(pp. 95-104). Göttingen: Vandenhoeck & Ruprecht.
