Jens Möller

University Name

Germany

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Research Interests

Educational Psychology

100%

Educational Technology

70%

Teaching And Learning

60%

Psychology

30%

Student Perception

30%

Teacher Perception

30%

Language Learning

30%

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Articles20

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

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Year:

2025

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

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Year:

2025

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

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Year:

2025

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

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Year:

2025

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

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Year:

2025

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

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Year:

2024

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

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Year:

2024

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

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Year:

2024

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

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Year:

2024

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

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Year:

2024

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

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Year:

2023

Categorization of simulated diagnostic situations and the salience of diagnostic information

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Year:

2023

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

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Year:

2023

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

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Year:

2023

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

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Year:

2022

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

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Year:

2022

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

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Year:

2022

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

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Year:

2022

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

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Year:

2022

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

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Year:

2022

Collaborators11

Jennifer Meyer

Leibniz Institute for Science and Mathematics Education

GERMANY

Ruth Trüb

Lecturer

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

Stefan Daniel Keller

Head of subject-specific teaching and learning research

Zurich University of Teacher Education

SWITZERLAND

Samuel Greiff

LUXEMBOURG

Karl-Heinz Renner

Bundeswehr University Munich

GERMANY

Julian F. Lohmann

Leibniz Institute for Science and Mathematics Education

GERMANY

Christoph Niepel

LUXEMBOURG

Johanna Fleckenstein

Professor

University of Hildesheim

GERMANY

Ute Harms

Professor

Leibniz Institute for Science and Mathematics Education

GERMANY

Till Bruckermann

Professor (Associate)

Leibniz University Hannover

GERMANY

Thorben Jansen

Head of Junior Resaerch Group

Leibniz Institute for Science and Mathematics Education

GERMANY

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