Franziska Perels

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Saarland University

Germany

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Professor Franziska Perels is a faculty member at Saarland University in Germany. Her research areas include self-regulated learning across various education levels, workplace learning, and the efficacy of digital game-based learning interventions. She has contributed extensively to the field with recent publications focusing on the psychometric properties of learning measures and the integration of technology acceptance in educational contexts.

Recent Grants

Grant: Close

„Lernen lernen asynchron: ein Baukastensystem für Dozierende und Studierende zum Lehren und Lernen in asynchronen digitalen Lernumgebungen."

Open Date: 2022-01-01

Close Date: 2024-01-01

Grant: Close

„Analyse des konzeptionellen Zusammenhangs von exekutiven Funktionen und selbstreguliertem Lernen im (Vor)-Schulalter.“

Open Date: 2022-01-01

Close Date: 2024-01-01

Grant: Close

„Selbstreguliertes Lernen in der Medizinischen Ausbildung.“

Open Date: 2021-01-01

Close Date: 2024-01-01

Grant: Close

„Entwicklung und Evaluation eines modularisierten Lehr-Lern-Baukastens zum Aufbau digitalisierungsbezogener Kompetenzen im saarländischen Lehramtsstudium.“

Open Date: 2020-01-01

Close Date: 2022-01-01

Grant: Close

„Qualitätsoffensive Lehrerbildung."

Open Date: 2019-01-01

Close Date: 2023-01-01

Articles (15)

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2025

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2023

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2022

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2022

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2021

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2021

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2021

Collaborators (5)

Laura Dörrenbächer-Ulrich

Post Doc

Saarland University

GERMANY

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Sabine Fabriz

Goethe University Frankfurt

GERMANY

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Manuela Benick

Saarland University

GERMANY

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Takuya Yanagida

Universität Wien

AUSTRIA

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Evelyn Steinberg

University of Veterinary Medicine Vienna

AUSTRIA

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Franziska Perels

Research Interests

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Contact this professor

About

Recent Grants

Articles (15)

Multimethod assessment of self-regulated learning in primary, secondary, and tertiary education – A meta-analysis

Self-regulated learning at the workplace: State, trait, or development?

Undergraduates’ workplace learning in health sciences education: psychometric properties of single-item measures

Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students

Students’ acceptance of e-learning: extending the technology acceptance model with self-regulated learning and affinity for technology

Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role?

Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring

The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis

Metacognitive Judgment Skills and the Metacognitive Component of Self-Regulated Learning

Differential development and trainability of self-regulatory abilities among preschoolers

Teachers’ prerequisites for online teaching and learning: individual differences and relations to well-being during the COVID-19 pandemic

Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change

Fostering Self-Regulated Learning in Primary School Students: Can Additional Teacher Training Enhance the Effectiveness of an Intervention?

A Novel Modelling Process in Chemistry: Merging Biological and Mathematical Perspectives to Develop Modelling Competences

Multitouch Experiment Instructions to Promote Self-Regulation in Inquiry-Based Learning in School Laboratories

Collaborators (5)

Laura Dörrenbächer-Ulrich

Sabine Fabriz

Manuela Benick

Takuya Yanagida

Evelyn Steinberg

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