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Person

Inga Glogger-Frey (1980-)

Psychologin

Name	Inga Glogger-Frey
Zeit	1980- (Lebensdaten)
Ort	Ludwigshafen am Rhein (Geburtsort) Freiburg im Breisgau (Wirkungsort) Erfurt (Wirkungsort) Deutschland
Geschlecht	weiblich
Akademischer Grad bzw. Titel	Dr. (Albert-Ludwigs-Universität Freiburg, Wirtschafts- und Verhaltenswissenschaftliche Fakultät) (2012) Prof. Dr.
Beruf	Psychologin (charakteristischer Beruf) Dozentin
Variante	I. Glogger-Frey Inga Glogger- Frey Inga Glogger (früherer Name) Inga Frey
Beziehung	Albert-Ludwigs-Universität Freiburg. Institut für Psychologie und Charakterologie (2010-) Universität Erfurt (1994-)
Weitere Angaben	seit 03/2021 Professur für Bildungspsychologie an der Erziehungswissenschaftlichen Fakultät der Universität Erfurt
Quelle	ResearchGate: https://www.researchgate.net/profile/Inga-Glogger-Frey (Stand: 02.11.2022) https://www.psychologie.uni-freiburg.de/Members/glogger-en/index.html-en-en?set_language=en (Stand: 02.11.2022) Homepage: https://www.uni-erfurt.de/erziehungswissenschaftliche-fakultaet/fakultaet/profil/fachgebiete-und-professuren/psychologie/personal/aktuell/inga-frey
Datensatztyp	Person
GND-Nummer	1021981397
Datensatz-ID	1021981397
Beteiligt an alle anzeigen CID: a framework for the cognitive analysis of composite instructional designs Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning = Effekte eines digitalen Unterstützungstools auf das Wissen über, die Einschätzung von und das Feedback zu selbstreguliertem Lernen bei angehenden Lehrkräften Shyness and Students’ In-Class Participation : Exploring Facilitating Factors and Individual Differences Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy Competences transcending domain boundaries: what field studies tell us about the instructional design of worked examples to Foster cross-domain competences Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning Engaging in writing to learn – increasing the motivation during a long-term self-regulated learning training How can signaling in authentic classroom videos support reasoning on how to induce learning strategies? How can signaling in authentic classroom videos support reasoning on how to induce learning strategies? Supporting Peer Feedback on Learning Strategies : Effects on Self-Efficacy and Feedback Quality Video-based modelling examples and self-explanation prompts for teaching a complex problem-solving strategy to learners with different levels of prior knowledge How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers Sequelae of vaccine preventable diseases : increasing knowledge, risk perception and the intention to vaccinate Wie bearbeiten Auszubildende gemeinsam berufliche Probleme? Kollaboration bei der Diagnose von Kfz-Störungen Adjunct aids and signals support online learning from multiple representations The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning The self-regulation-view in writing-to-learn: using journal writing to optimize cognitive load in self-regulated learning Preparing learners with partly incorrect intuitive prior knowledge for learning Learning journals as medium to assess self-regulated learning Lerntagebücher im Mathematikunterricht : Diagnose und Förderung von Lernstrategien

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Katalog der Deutschen Nationalbibliothek

Inga Glogger-Frey (1980-)

CID: a framework for the cognitive analysis of composite instructional designs

Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning = Effekte eines digitalen Unterstützungstools auf das Wissen über, die Einschätzung von und das Feedback zu selbstreguliertem Lernen bei angehenden Lehrkräften

Shyness and Students’ In-Class Participation : Exploring Facilitating Factors and Individual Differences

Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy

Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy

Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy

Competences transcending domain boundaries: what field studies tell us about the instructional design of worked examples to Foster cross-domain competences

Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Engaging in writing to learn – increasing the motivation during a long-term self-regulated learning training

How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

Supporting Peer Feedback on Learning Strategies : Effects on Self-Efficacy and Feedback Quality

Video-based modelling examples and self-explanation prompts for teaching a complex problem-solving strategy to learners with different levels of prior knowledge

How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers

Sequelae of vaccine preventable diseases : increasing knowledge, risk perception and the intention to vaccinate

Wie bearbeiten Auszubildende gemeinsam berufliche Probleme? Kollaboration bei der Diagnose von Kfz-Störungen

Adjunct aids and signals support online learning from multiple representations

The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

The self-regulation-view in writing-to-learn: using journal writing to optimize cognitive load in self-regulated learning

Preparing learners with partly incorrect intuitive prior knowledge for learning

Learning journals as medium to assess self-regulated learning

Lerntagebücher im Mathematikunterricht : Diagnose und Förderung von Lernstrategien