Jennifer Meyer

Leibniz Institute for Science and Mathematics Education

Germany

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Articles (18)

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2025

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Collaborators (8)

Ruth Trüb

Lecturer

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

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Stefan Daniel Keller

Head of subject-specific teaching and learning research

Zurich University of Teacher Education

SWITZERLAND

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Nicolas Hübner

University of Tübingen

GERMANY

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Jens Möller

GERMANY

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Johanna Fleckenstein

Professor

University of Hildesheim

GERMANY

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Thorben Jansen

Head of Junior Resaerch Group

Leibniz Institute for Science and Mathematics Education

GERMANY

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Ute Mertens

Leibniz Institute for Science and Mathematics Education

GERMANY

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Lars Höft

Leibniz Institute for Science and Mathematics Education

GERMANY

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Jennifer Meyer

Research Interests

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Articles (18)

Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics

Understanding individual differences in students’ responses to technology-based feedback on a writing task: the role of achievement motives and initial task performance

Exploring students’ receptivity to feedback: A latent profile analysis

Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest

(De)motivating Zero-Performing Students With Negative Feedback: Does the Salience of Performance Information Matter?

Self-assessment accuracy in the age of artificial Intelligence: Differential effects of LLM-generated feedback

On the role of engagement in automated feedback effectiveness: Insights from keystroke logging

How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance

Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays

Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions

How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context

Understanding the Effectiveness of Automated Feedback: Using Process Data to Uncover the Role of Behavioral Engagement

Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions

Receptivity to Instructional Computer-Based Feedback (RIF)

Confronting the Bullies, Comforting the Victim, or Reporting to University Staff? Prosocial Intentions Towards Social Exclusion in University Students

Empirische Arbeit: Comparing Generative AI and Expert Feedback to Students’ Writing: Insights from Student Teachers

Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language

Who am I? A second-order meta-analytic review of correlates of the self in childhood and adolescence.

Collaborators (8)

Ruth Trüb

Stefan Daniel Keller

Nicolas Hübner

Jens Möller

Johanna Fleckenstein

Thorben Jansen

Ute Mertens

Lars Höft

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