Johanna Fleckenstein

Professor

University of Hildesheim

Germany

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About

Johanna Fleckenstein is a Professor at the University of Hildesheim in Germany. Her research focuses on student engagement, feedback mechanisms, and the impact of technology on learning outcomes, as evidenced by her recent publications. Notable topics include the effects of negative feedback on zero-performing students, self-assessment accuracy in the context of AI, and the role of student characteristics in responding to feedback in education.

Articles (20)

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2025

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2021

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2021

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2020

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2020

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2020

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2020

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2020

Collaborators (5)

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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Jens Möller

GERMANY

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Thorben Jansen

Head of Junior Resaerch Group

Leibniz Institute for Science and Mathematics Education

GERMANY

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Johanna Fleckenstein

Research Interests

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About

Articles (20)

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

(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

“Can (A)I do this task?” The role of AI as a socializer of students' self-beliefs of their abilities

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

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

Conscientiousness and Cognitive Ability as Predictors of Academic Achievement: Evidence of Synergistic Effects From Integrative Data Analysis

Machine Learning in the educational context: Evidence of prediction accuracy considering essays in English as a foreign language

Correction to: Studies on the Acculturation of Young Refugees in the Educational Domain: A Scoping Review of Research and Methods (Adolescent Research Review, (2021), 6, 1, (15-31), 10.1007/s40894-019-00129-7)

Studies on the Acculturation of Young Refugees in the Educational Domain: A Scoping Review of Research and Methods (vol 6, pg 15, 2021)

Studies on the Acculturation of Young Refugees in the Educational Domain: A Scoping Review of Research and Methods

Studies on the Acculturation of Young Refugees in the Educational Domain: A Scoping Review of Research and Methods

English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany

English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany

Is a Long Essay Always a Good Essay? The Effect of Text Length on Writing Assessment

Is a Long Essay Always a Good Essay? The Effect of Text Length on Writing Assessment

Is younger always better? Early foreign language learning at primary school,Ist jünger immer besser? Frühes Fremdsprachenlernen in der Grundschule

Collaborators (5)

Jennifer Meyer

Ruth Trüb

Stefan Daniel Keller

Jens Möller

Thorben Jansen

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