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Deutsch (Deutschland) English (United States)

Dr.  Cornelia  Schoor

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Address:
Leibniz-Institut für Bildungsverläufe
Wilhelmsplatz  3
96047  Bamberg
Contact:
Telephone: +49 951 863-3439

Selected Publications

<p><img style="width: 1em; margin-right: .5em;" src="https://orcid.org/sites/default/files/images/orcid_16x16.png" alt="ORCID iD icon" data-mce-src="https://orcid.org/sites/default/files/images/orcid_16x16.png" data-mce-style="width: 1em; margin-right: .5em;"><a href="https://orcid.org/0000-0002-6820-2851" target="_blank" data-mce-href="https://orcid.org/0000-0002-6820-2851">https://orcid.org/0000-0002-6820-2851</a><br data-mce-bogus="1"></p><p>Cornelia Schoor on <a href="https://www.researchgate.net/profile/Cornelia_Schoor" target="_blank" rel="noreferrer" data-mce-href="https://www.researchgate.net/profile/Cornelia_Schoor">ResearchGate</a>, <a href="https://scholar.google.de/citations?user=eUes8MYAAAAJ&hl=de&oi=ao" target="_blank" rel="noreferrer" data-mce-href="https://scholar.google.de/citations?user=eUes8MYAAAAJ&hl=de&oi=ao">Google Scholar</a>, <a href="https://twitter.com/cornelia_schoor" target="_blank" rel="noreferrer" data-mce-href="https://twitter.com/cornelia_schoor">Twitter</a> (@cornelia_schoor)</p><p><br data-mce-bogus="1"></p><p><u>Journal Articles</u></p><ul><li><strong>Schoor, C</strong>., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. <em>Learning and Individual Differences, 88</em>, 102018. <a href="https://doi.org/10.1016/j.lindif.2021.102018" data-mce-href="https://doi.org/10.1016/j.lindif.2021.102018" target="_blank">https://doi.org/10.1016/j.lindif.2021.102018</a><br data-mce-bogus="1"></li><li>Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & <strong>Schoor, C. </strong>(2020). More than (single) text comprehension? On university students' understanding of multiple documents. <em>Frontiers in Psychology, 11</em>, 562450. <a href="https://doi.org/10.3389/fpsyg.2020.562450" data-mce-href="https://doi.org/10.3389/fpsyg.2020.562450" target="_blank">https://doi.org/10.3389/fpsyg.2020.562450</a><br data-mce-bogus="1"></li><li><strong>Schoor, C.</strong>, Hahnel, C., Artelt, C., Reimann, D., Kröhne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden. <em>Diagnostica, 66</em>, 123-135. <a href="https://doi.org/10.1026/0012-1924/a000231" data-mce-href="https://doi.org/10.1026/0012-1924/a000231" target="_blank">DOI: 10.1026/0012-1924/a000231</a><br data-mce-bogus="1"></li><li><strong>Schoor, C.</strong>, Hahnel, C., Mahlow, N., Klagges, J., Kroehne, U., Goldhammer, F., & Artelt, C. (2020). Multiple document comprehension of university students: Test development and relations to person and process characteristics. In O. Zlatkin-Troitschanskaia & H. A. Pant (Eds.), <em>Student Learning Outcomes in Higher Education</em> (pp. 223-242). Heidelberg: Springer.</li><li>Heyne, N., Artelt, C., Gnambs, T., Gehrer, K., & <strong>Schoor, C.</strong> (2020). Instructed highlighting of text passages – indicator of reading or strategic performance? <em>Lingua, 236</em>. <a href="https://doi.org/10.1016/j.lingua.2020.102803" target="_blank" data-mce-href="https://doi.org/10.1016/j.lingua.2020.102803">DOI: 10.1016/j.lingua.2020.102803</a><br data-mce-bogus="1"></li><li><strong>Schoor, C.</strong>, Melzner, N., & Artelt, C. (2019). The effect of the wording of multiple documents on learning. <em>Zeitschrift für Pädagogische Psychologie, 33</em>(3-4), 223-240. <a href="http://dx.doi.org/10.1024/1010-0652/a000246" target="_blank" data-mce-href="http://dx.doi.org/10.1024/1010-0652/a000246">DOI: 10.1024/1010-0652/a000246</a> accepted <a href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Melzner_Artelt_2019.pdf" target="_blank" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Melzner_Artelt_2019.pdf">manuscript</a> (357.9 KB, 63 Seiten)</li><li>Hahnel, C., Kröhne, U., Goldhammer, F., <strong>Schoor, C.</strong>, Mahlow, N., & Artelt, C. (2019). Validating process variables of sourcing in an assessment of multiple document comprehension. <em>British Journal of Educational Psychology, 89</em>(3), 524-537. <a href="http://dx.doi.org/10.1111/bjep.12278" target="_blank" data-mce-href="http://dx.doi.org/10.1111/bjep.12278">DOI: 10.1111/bjep.12278</a><br data-mce-bogus="1"></li><li>Hahnel, C., <strong>Schoor, C.</strong>, Kröhne, U., Goldhammer, F., Mahlow, N., & Artelt, C. (2019). The role of cognitive load for university students’ comprehension of multiple documents. <em>Zeitschrift für Pädagogische Psychologie, 33</em>(2), 105-118. <a href="http://dx.doi.org/10.1024/1010-0652/a000238" target="_blank" data-mce-href="http://dx.doi.org/10.1024/1010-0652/a000238">DOI: 10.1024/1010-0652/a000238</a> accepted <a href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Hahnel_etal_ZfPP2019.pdf" target="_blank" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Hahnel_etal_ZfPP2019.pdf">manuscript</a> (363.1 KB, 35 Seiten)</li><li><strong>Schoor, C.</strong> (2016). Utility of reading - predictor of reading achievement? <em>Learning and Individual Differences, 45</em>, 151-158. <a href="http://dx.doi.org/10.1016/j.lindif.2015.11.024" data-mce-href="http://dx.doi.org/10.1016/j.lindif.2015.11.024" target="_blank">DOI: 10.1016/j.lindif.2015.11.024</a> accepted <a href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor2016_LAIND_PISA.pdf" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor2016_LAIND_PISA.pdf" target="_blank">manuscript</a> (367.2 KB, 37 Seiten)</li><li><strong>Schoor, C.</strong>, Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. <em>Educational Psychologist, 50</em>(2), 97-119. <a href="http://dx.doi.org/10.1080/00461520.2015.1038540" data-mce-href="http://dx.doi.org/10.1080/00461520.2015.1038540" target="_blank">DOI: 10.1080/00461520.2015.1038540</a> accepted <a href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Narciss_Koerndle2015.pdf" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Narciss_Koerndle2015.pdf" target="_blank">manuscript</a> (251.7 KB, 70 Seiten)</li><li><strong>Schoor, C.</strong>, Kownatzki, S., Narciss, S., & Körndle, H. (2014). Effects of feeding back the motivation of a collaboratively learning group. <em>Electronic Journal of Research in Educational Psychology, 12</em>(1), 191-210. <a href="http://dx.doi.org/10.14204/ejrep.32.13077" data-mce-href="http://dx.doi.org/10.14204/ejrep.32.13077" target="_blank">DOI: 10.14204/ejrep.32.13077</a><br data-mce-bogus="1"></li><li><strong>Schoor, C.</strong>, & Bannert, M. (2013). Aspects of dynamics in motivation: What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning. <em>Unterrichtswissenschaft, 41</em>(4), 330-347.</li><li><strong>Schoor, C.</strong>, & Bannert, M. (2012). Exploring regulatory processes during a computer-supported collaborative learning task using process mining. <em>Computers in Human Behavior, 28</em>(4), 1321-1331. <a href="http://dx.doi.org/10.1016/j.chb.2012.02.016" data-mce-href="http://dx.doi.org/10.1016/j.chb.2012.02.016" target="_blank">DOI: 10.1016/j.chb.2012.02.016</a> accepted <a href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert2012_CHB.pdf" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert2012_CHB.pdf" target="_blank">manuscript </a>(262.5 KB, 32 Seiten)</li><li><strong>Schoor, C.</strong>, Bannert, M., & Brünken, R. (2012). Role of dual task design when measuring cognitive load during multimedia learning. <em>Educational Technology Research & Development, 60</em>(5), 753-768. <a href="http://dx.doi.org/10.1007/s11423-012-9251-8" data-mce-href="http://dx.doi.org/10.1007/s11423-012-9251-8" target="_blank">DOI: 10.1007/s11423-012-9251-8</a> accepted <a href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert_Bruenken2012.pdf" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert_Bruenken2012.pdf" target="_blank">manuscript</a> (267.6 KB, 35 Seiten)</li><li><strong>Schoor, C.</strong>, & Körndle, H. (2012). Checklist for a didactically sound design of elearning content. <em>eLearning Papers, 29</em>.</li><li><strong>Schoor, C.</strong>, Bannert, M., & Jahn, V. (2011). Methodological constraints for detecting the modality effect. <em>Electronic Journal of Research in Educational Psychology, 9</em>(3). 1183-1196. <a href="http://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?621" data-mce-href="http://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?621" target="_blank">http://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?621 </a><br data-mce-bogus="1"></li><li><strong>Schoor, C.</strong>, & Bannert, M. (2011). Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition.<em> Learning and Instruction, 21</em>(4), 560-573. <a href="http://dx.doi.org/10.1016/j.learninstruc.2010.11.002" data-mce-href="http://dx.doi.org/10.1016/j.learninstruc.2010.11.002" target="_blank">DOI: 10.1016/j.learninstruc.2010.11.002</a> accepted <a href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert2011_LaI.pdf" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert2011_LaI.pdf" target="_blank">manuscript </a>(225.7 KB, 48 Seiten)</li><li><strong>Schoor, C.</strong>, Jenus, B. & Bannert, M. (2008). Motivational-volitionale Unterstützung für Blended-Learning-Angebote durch E-Mail-Botschaften. <em>Zeitschrift für E-Learning, 3</em>(1), 47-58.</li></ul><p><br data-mce-bogus="1"></p><p><u>Books & Book chapters<br></u></p><ul><li>Hahnel, C., Mahlow, N., <strong>Schoor, C.</strong>, & Cerdán, R. (2019). Promoting reading goals and strategy knowledge to improve university students' comprehension of multiple documents. In C. Lautenbach, J. Fischer, O. Zlatkin-Troitschanskaia, M. Toepper, & H. A. Pant (Eds.), <em>Student learning outcomes assessment in higher education - ideas, approaches and concepts for research, transfer and implementation (KoKoHS Working Papers, 12)</em> (pp. 10-12). Berlin & Mainz: Humboldt University & Johannes Gutenberg University. <a href="https://www.kompetenzen-im-hochschulsektor.de/files/2019/07/Working-Paper_12_IJFRC_final.pdf" data-mce-href="https://www.kompetenzen-im-hochschulsektor.de/files/2019/07/Working-Paper_12_IJFRC_final.pdf" target="_blank">Volltext des Sammelwerks als pdf</a><br data-mce-bogus="1"></li><li><strong>Schoor, C. </strong>(2018). CASoRL- Coding Scheme for the Analysis of Social Regulation of Learning. In E. Brauner, M. Boos, & M. Kolbe (Eds.), <em>Cambridge Handbook of Group Interaction Analysis</em> (pp. 528-536). Cambridge University Press. <a href="http://dx.doi.org/10.1017/9781316286302.034" data-mce-href="http://dx.doi.org/10.1017/9781316286302.034" target="_blank">DOI: 10.1017/9781316286302.034</a><br data-mce-bogus="1"></li><li><strong>Schoor, C. </strong>(2010). <em>Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen.</em> Berlin: Logos.</li><li>Bannert, M. & <strong>Schoor, C.</strong> (2008). Motivationale Lernstrategien. In J. Zumbach & H. Mandl (Hrsg.),<em> Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch</em> (S. 221-228). Göttingen: Hogrefe.</li></ul><p><br data-mce-bogus="1"></p><p><u>Other publications<br data-mce-bogus="1"></u></p><ul><li><strong>Schoor, C.</strong> (2020). Lesen in Zeiten von Fake News. Über den Umgang mit multiplen Dokumenten. <a href="https://www.uni-bamberg.de/univers-forschung/2020/" data-mce-href="https://www.uni-bamberg.de/univers-forschung/2020/" target="_blank"><em>vers Forschung 2020: Lernen, ein Leben lang - Bamberger Beiträge zur Bildungsforschung,</em></a> 40-43.</li><li>Draeger, I., & <strong>Schoor, C.</strong> (2012). Erneuerbare Energien als Arbeitsfeld für junge Menschen. <em> Beilage zu "bildung und wissenschaft" der Gewerkschaft Erziehung und Wissenschaft Baden-Württemberg, 45</em>(3), 17-20.</li></ul><p> </p>

Selected Presentations

<ul><li><strong>Schoor, C.</strong>, Rouet, J.-F., & Britt, M. A. (2021). <em>Lese ich für mich oder für die Uni? Der Einfluss des Kontexts auf die Auswahl von Dokumenten.</em> Paper at the 18th PaePsy2021, 14.-16.09.2021, Heidelberg, Germany / online.</li><li>Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & <strong>Schoor, C.</strong> (2021). <em>Investigating process indicators of corroboration in an assessment of multiple document comprehension</em>. Poster at the CIDER-LERN Conference, 7.-8.10.21, Berlin.</li><li>Mahlow, N., Hahnel, C., Kröhne, U., Artelt, C., Goldhammer, F., & <strong>Schoor, C. </strong>(2021). <em>Transmission and transaction beliefs: The factor structure of the German Reader Belief Inventory</em>. Poster at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.</li><li>Tabbers, H., Hahnel, C., & <strong>Schoor, C.</strong> (2021). <em>Measuring and monitoring multiple document comprehension with a Dutch version of the MDC-instrument</em>. Paper at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.</li><li>Zink, T., Hahnel, C., Kröhne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, J., Artelt, C., & <strong>Schoor, C.</strong> (2021). <em>Effects of score-based and log data-based feedback in a test of multiple document comprehension</em>. Poster at the19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.</li><li><strong>Schoor, C.</strong>, & Kammerer, Y. (2021). <em>Beyond mere content: contextual and metatextual aspects in multiple document comprehension</em>. SIG 2 Invited Symposium at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.</li><li><strong>Schoor, C.</strong>, Rouet, J.-F., & Britt, M.A. (2021). <em>Context and consistency effects when reading multiple documents</em>. Paper at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.</li><li><strong>Schoor, C.</strong>, & Kollar, I. (2021). <em>Wie hältst du’s mit der Wissenschaft? Antezedenzien und Konsequenzen wissenschaftsbezogener Überzeugungen bei Studierenden und Lehrpersonen</em>. Symposium auf der Thementagung „Hochschule 2021“ der digiGEBF 2021, 17.-18.06.2021, online.</li><li><strong>Schoor, C.</strong> (2021). <em>Der Zusammenhang von Einstellungen zu Wissenschaft mit Wissen über wissenschaftliches Vorgehen bei Studierenden</em>. Vortrag auf der Thementagung „Hochschule 2021“ der digiGEBF 2021, 17.-18.06.2021, online.</li><li><strong>Schoor, C.</strong>, Rouet, J.-F., & Britt, M.A. (2020). <em>Context effects when reading multiple conflicting documents</em>. Poster presented at the EARLI SIG 2 conference, 31.8.-02.09.2020, Prague/online, Czech Republic.</li><li><strong>Schoor, C</strong>., & Kollar, I. (2020). <em>Wie hältst du’s mit der Wissenschaft? Antezedenzien und Konsequenzen wissenschaftsbezogener Überzeugungen bei Studierenden und Lehrpersonen</em>. Symposium at the 8th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF),25.-27.03.2020, Potsdam. (Conference canceled)</li><li><strong>Schoor, C</strong>. (2020). <em>Der Zusammenhang von Einstellungen zu Wissenschaft mit Wissen über wissenschaftliches Vorgehen bei Studierenden</em>. Paper at the 8th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.03.2020, Potsdam. (Conference canceled)</li><li>Mahlow, N., Hahnel, C., Kröhne, U., Artelt, C., Goldhammer, F., & <strong>Schoor, C</strong>. (2020). <em>Transmission and transaction beliefs: Zur Faktorstruktur des Reader Belief Inventory</em>. Poster the 8th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.03.2020, Potsdam. (Conference canceled)</li><li>Mahlow, N., Artelt, C., Hahnel, C., Goldhammer, F., Kröhne, U., & <strong>Schoor, C.</strong> (2019). <em>More than reading competence? Findings on the understanding of multiple documents by university students</em>. Paper auf der paEpsy-Tagung 2019, 9.-12.09.19, Leipzig, Germany.</li><li>Hahnel, C. & <strong>Schoor, C.</strong> (2019). <em>Analyzing trace data as an approach for the investigation of central processes of reading</em>. Symposium at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.</li><li><strong>Schoor, C.</strong>, Hahnel, C., Mahlow, N., Kröhne, U., Goldhammer, F., & Artelt, C. (2019). <em>Processes of multiple document comprehension and their relationship to test performance</em>. Paper at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.</li><li><strong>Schoor, C.</strong>, Hahnel, C., Mahlow, N., Kröhne, U., Goldhammer, F., & Artelt, C. (2019). <em>The relationship of achievement goal orientations and multiple document comprehension</em>. Paper in the SIG 2 Invited Symposium at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.</li><li>Mahlow, N., <strong>Schoor, C.</strong>, Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2019). <em>Mehr als Lesekompetenz? – Befunde zum Verständnis multipler Dokumente von Studierenden.</em> Paper presented at the 7th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.02.2019, Köln, Germany.</li></ul><p> </p><p><br data-mce-bogus="1"></p>

Third-Party Funded Projects

<ul><li>03 / 2020 – 02 / 2022 Forschungsprojekt gefördert durch das BMBF (Hauptantragstellerin): „Transfervorhaben zu MultiTex: Prozessbasierte Diagnostik des Textverstehens mit multiplen Dokumenten“. Verbundprojekt Uni Bamberg, LIfBi, DIPF (Antragssteller: Schoor, Artelt, Kröhne, Hahnel & Goldhammer). Förderkennzeichen: 01PK19008A</li><li>07 / 2019 – 09 / 2021 Forschungsprojekt gefördert durch die DFG (Antragstellerin): „Reading about science in the era of “fake news”: how the requester, the task, attitudes towards and knowledge about science influence reading decisions and outcomes“.Förderkennzeichen: SCHO 1606/4-1</li><li>01 / 2016 – 06 / 2019 Forschungsprojekt gefördert durch das BMBF (Antragstellerin): „MultiTex: Prozessbasierte Diagnostik des Textverstehens mit multiplen Dokumenten (Multiple Document Literacy)“. Verbundprojekt Uni Bamberg, LIfBi, DIPF (Antragssteller: Artelt, Schoor, Lockl, Roßbach, Kröhne & Goldhammer). Förderkennzeichen: 01PK15008A</li></ul><p><br data-mce-bogus="1"></p><p><br data-mce-bogus="1"></p><p><br data-mce-bogus="1"></p>