Jens Möller

Germany

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Articles (20)

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2025

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2025

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2023

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2022

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2022

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2022

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2022

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2022

Collaborators (14)

Anne Katrin Arens

DIPF | Leibniz Institute for Research and Information in Education

GERMANY

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Andrea Bernholt

Leibniz Institute for Science and Mathematics Education

GERMANY

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Jennifer Meyer

Leibniz Institute for Science and Mathematics Education

GERMANY

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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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Samuel Greiff

LUXEMBOURG

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Karl-Heinz Renner

Bundeswehr University Munich

GERMANY

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Julian F. Lohmann

Leibniz Institute for Science and Mathematics Education

GERMANY

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Christoph Niepel

LUXEMBOURG

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Friederike Zimmermann

Prof. Dr.

Kiel University

GERMANY

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Johanna Fleckenstein

Professor

University of Hildesheim

GERMANY

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Ute Harms

Professor

Leibniz Institute for Science and Mathematics Education

GERMANY

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Till Bruckermann

Professor (Associate)

Leibniz University Hannover

GERMANY

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Thorben Jansen

Head of Junior Resaerch Group

Leibniz Institute for Science and Mathematics Education

GERMANY

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Jens Möller

Research Interests

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Articles (20)

Navigate the start: Affective-motivational competence drives beginning teachers' instructional quality and occupational well-being

Understanding mean-level and intraindividual variability in state academic self-concept: The role of students’ trait expectancies and values.

L2 Learning and academic self-concept: The role of dimensional comparisons

A More Comprehensive, More Reliable Multilevel Approach for Assessing and Modeling Teacher Judgment Accuracy Using Latent Variables

Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students

Two-way immersion promotes additional language learning: performance of bilingual sixth-grade students in English as a third language

Neural Networks or Linguistic Features? - Comparing Different Machine-Learning Approaches for Automated Assessment of Text Quality Traits Among L1- and L2-Learners’ Argumentative Essays

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

Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology

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

Social and dimensional comparison effects in general and domain-specific test anxiety: a nested factor modeling approach

Categorization of simulated diagnostic situations and the salience of diagnostic information

Feedback on teachers' text assessment: Does it foster assessment accuracy and motivation?

A replication study to assess CLIL effects on second language learning in Germany: more than selection and preparation effects?

The Simulated Classroom Biology—A simulated classroom environment for capturing the action‐oriented professional knowledge of pre‐service teachers about evolution

Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling

Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study.

Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life.

Judgment accuracy of German student texts: Do teacher experience and content knowledge matter?

Development of German reading comprehension in two-way immersive primary schools

Collaborators (14)

Anne Katrin Arens

Andrea Bernholt

Jennifer Meyer

Ruth Trüb

Stefan Daniel Keller

Samuel Greiff

Karl-Heinz Renner

Julian F. Lohmann

Christoph Niepel

Friederike Zimmermann

Johanna Fleckenstein

Ute Harms

Till Bruckermann

Thorben Jansen

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