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Marion Händel

Akademische Rätin

Name	Marion Händel
Time	ca. 20./21. Jh. (Date of birth and death)
Place	Augsburg (Wirkungsort) Erlangen (Wirkungsort) Nürnberg (Wirkungsort) Deutschland
Gender	weiblich
Academic degree	Prof. Dr. habil.
Profession	Akademische Rätin (characteristic profession) Hochschullehrerin Psychologin
Variant	Marion Haugwitz (früherer Name)
Related	Friedrich-Alexander-Universität Erlangen-Nürnberg Universität Augsburg. Philosophisch-Sozialwissenschaftliche Fakultät Hochschule Ansbach (Professorin) (01.09.2022 -)
Topic	Personen zu Psychologie
Further information	Seit September 2022 Professorin für Medienpsychologie mit den Schwerpunkten Medienpädagogik und Rezeptionsforschung an der Hochschule Ansbach ; Vertretung der W3-Professur Digitale Bildung in der Schule an der Carl von Ossietzky Universität Oldenburg im Wintersemester 2021/22; Listenplätze an der Universität Zürich (UZH) in der Schweiz (2022, Gymnasialpädagogik und Lehr- und Lernforschung) sowie der Universität Augsburg (2020, Methoden der empirischen Unterrichtsforschung)
Source	https://www.uni-augsburg.de/de/fakultaet/philsoz/fakultat/psychologie/team/marion-haendel/ (Stand: 29.06.2022) https://www.b-em.info/index.php/ojs/article/view/195/332 (Stand: 14.06.2021) Homepage: https://www.hs-ansbach.de/personen/haendel-marion/ (Stand: 18.04.2023) Händel, Marion. Lernstrategien beim musikalischen Üben handlungsnah erfassen, 2021. In: Beiträge empirischer Musikpädagogik, Band 12, Seite 1-22
Record type	Person
GND-Identifier	1235342220
Record ID	1235342220
Involved in show all Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts Forschungssynthesen in der Mediendidaktik : Ansätze und Herausforderungen Metacognitive Monitoring via Strategies and Judgments Metacognitive monitoring via strategies and judgments: different phases, different objects Methodological Approaches to Evidence Synthesis in Educational Technology The webcam and student engagement in synchronous online learning: visually or verbally? Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy Do higher education students have the means to learn during the Covid-19 pandemic? Student demands for distance learning in a suddenly digital landscape : Verfügen Studierende über die Mittel und Wege, um während der Coronaviruspandemie zu lernen? Bedarfe für Online-Lehre in einer plötzlich digitalisierten Landschaft A structured, blended learning program towards proficiency in epileptology: the launch of the ILAE Academy Level 2 Program Do higher education students have the means to learn during the COVID-19 pandemic? Student demands for distance learning in a suddenly digital landscape Preservice teachers' online self-regulated learning: does digital readiness matter? Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter? Structure, relationship, and determinants of monitoring strategies and judgment accuracy: an integrated model and evidence from two studies Testing pays off twice: potentials of practice tests and feedback regarding exam performance and judgment accuracy The structure of social networks and its link to higher education students' socio-emotional loneliness during COVID-19 The Structure of Social Networks and Its Link to Higher Education Students’ Socio-Emotional Loneliness During COVID-19 The webcam and student engagement in synchronous online learning: visually or verbally? Correction to: Emergency remote teaching in higher education: mapping the first global online semester Emergency remote teaching in higher education: mapping the first global online semester Lernstrategien beim musikalischen Üben handlungsnah erfassen: Ergebnisse einer Video-Stimulated Recall Interview Studie "Generation invisible?. Higher education students' (non)use of webcams in synchronous online learning Akademische Mediennutzung Studierender im Corona-Semester 2020: Digitalisierungsschub oder weiter wie bisher? CoViD-19 und die digitale Hochschulbildung : Irritationen, Einsichten und Programmatiken Helplessness among university students: an empirical study based on a modified framework of implicit personality theories Helplessness among University Students: An Empirical Study Based on a Modified Framework of Implicit Personality Theories Self-regulated resource management in emergency remote higher education: status quo and predictors Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors Video-Stimulated-Recall Interviews zur Erfassung selbstregulierten Lernens beim musikalischen Üben Individual differences in local and global metacognitive judgments Enhanced monitoring accuracy and test performance: incremental effects of judgment training over and above repeated testing Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19 Nur vertiefen oder auch wiederholen? Differenzielle Verläufe kognitiver Lernstrategien im Semester Confidence in performance judgment accuracy: the unskilled and unaware effect revisited Confidence in performance judgment accuracy: the unskilled and unaware effect revisited A cross-national study of implicit theories of a creative person Metakognitives Wissen und der Einsatz von Lernstrategien bei Studierenden Kontextorientiertes Lernen und Concept Mapping im Fach Biologie : eine experimentelle Untersuchung zum Einfluss auf Interesse und Leistung unter Berücksichtigung von Moderationseffekten individueller Voraussetzungen beim kooperativen Lernen Kontextorientiertes Lernen und Concept Mapping im Fach Biologie : eine experimentelle Untersuchung zum Einfluss auf Interesse und Leistung unter Berücksichtigung von Moderationseffekten individueller Voraussetzungen beim kooperativen Lernen Kooperatives Concept Mapping in Biologie. Effekte auf den Wissenserwerb und die Behaltensleistung Selbstreguliertes Lernen mit einer Mathematiklernsoftware: Einsatz metakognitiver Strategien und motivationale Prädiktoren

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Katalog der Deutschen Nationalbibliothek

Marion Händel

Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts

Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts

Forschungssynthesen in der Mediendidaktik : Ansätze und Herausforderungen

Metacognitive Monitoring via Strategies and Judgments

Metacognitive monitoring via strategies and judgments: different phases, different objects

Methodological Approaches to Evidence Synthesis in Educational Technology

The webcam and student engagement in synchronous online learning: visually or verbally?

Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy

A structured, blended learning program towards proficiency in epileptology: the launch of the ILAE Academy Level 2 Program

Do higher education students have the means to learn during the COVID-19 pandemic? Student demands for distance learning in a suddenly digital landscape

Preservice teachers' online self-regulated learning: does digital readiness matter?

Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter?

Structure, relationship, and determinants of monitoring strategies and judgment accuracy: an integrated model and evidence from two studies

Testing pays off twice: potentials of practice tests and feedback regarding exam performance and judgment accuracy

The structure of social networks and its link to higher education students' socio-emotional loneliness during COVID-19

The Structure of Social Networks and Its Link to Higher Education Students’ Socio-Emotional Loneliness During COVID-19

The webcam and student engagement in synchronous online learning: visually or verbally?

Correction to: Emergency remote teaching in higher education: mapping the first global online semester

Emergency remote teaching in higher education: mapping the first global online semester

Lernstrategien beim musikalischen Üben handlungsnah erfassen: Ergebnisse einer Video-Stimulated Recall Interview Studie

"Generation invisible?. Higher education students' (non)use of webcams in synchronous online learning

Akademische Mediennutzung Studierender im Corona-Semester 2020: Digitalisierungsschub oder weiter wie bisher?

CoViD-19 und die digitale Hochschulbildung : Irritationen, Einsichten und Programmatiken

Helplessness among university students: an empirical study based on a modified framework of implicit personality theories

Helplessness among University Students: An Empirical Study Based on a Modified Framework of Implicit Personality Theories

Self-regulated resource management in emergency remote higher education: status quo and predictors

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

Video-Stimulated-Recall Interviews zur Erfassung selbstregulierten Lernens beim musikalischen Üben

Individual differences in local and global metacognitive judgments

Enhanced monitoring accuracy and test performance: incremental effects of judgment training over and above repeated testing

Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19

Nur vertiefen oder auch wiederholen? Differenzielle Verläufe kognitiver Lernstrategien im Semester

Confidence in performance judgment accuracy: the unskilled and unaware effect revisited

Confidence in performance judgment accuracy: the unskilled and unaware effect revisited

A cross-national study of implicit theories of a creative person

Metakognitives Wissen und der Einsatz von Lernstrategien bei Studierenden

Kontextorientiertes Lernen und Concept Mapping im Fach Biologie : eine experimentelle Untersuchung zum Einfluss auf Interesse und Leistung unter Berücksichtigung von Moderationseffekten individueller Voraussetzungen beim kooperativen Lernen

Kontextorientiertes Lernen und Concept Mapping im Fach Biologie : eine experimentelle Untersuchung zum Einfluss auf Interesse und Leistung unter Berücksichtigung von Moderationseffekten individueller Voraussetzungen beim kooperativen Lernen

Kooperatives Concept Mapping in Biologie. Effekte auf den Wissenserwerb und die Behaltensleistung

Selbstreguliertes Lernen mit einer Mathematiklernsoftware: Einsatz metakognitiver Strategien und motivationale Prädiktoren