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Selected Publications

<div class="gs_citr" data-mce-tabindex="0">Heyne, N., Gnambs, T., Lockl, K., &amp; Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: the role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 1-15.</div><div class="gs_citr" data-mce-tabindex="0"> </div>Neuenhaus, N., Grobe, F. B., Schoor, C., &amp; Artelt, C. (2022). High-achieving ninth grade students’ self-reported strategy use and its relation to strategic reading behavior. European Journal of Psychology of Education, 1-21. Goppert, S. A., Neuenhaus, N. &amp; Pfost, M. (2021). Ein Werkstattbericht und erste deskriptive Befunde: Das Forschungsprojekt SeLF – Selbstreguliertes Lernen an der Hochschule. die hochschullehre, 7, 221-236. DOI: <a href="10.3278/HSL2122W" data-mce-href="10.3278/HSL2122W">10.3278/HSL2122W</a> &nbsp; Pfost, M., Neuenhaus, N., Kuntner, P., Becker, S., Goppert, S. &amp; Werner, A. (2020). Selbstständiges Lernen an der Hochschule: Diskussion eines niedrigschwelligen Förderansatzes. die hochschullehre, 6, 83-101. <a href="http://www.hochschullehre.org/wp-content/files/diehochschullehre_2020_Pfost_etal_Selbststaendiges_Lernen_an_der_Hochschule.pdf" target="external" data-mce-href="http://www.hochschullehre.org/wp-content/files/diehochschullehre_2020_Pfost_etal_Selbststaendiges_Lernen_an_der_Hochschule.pdf">Volltext online</a> &nbsp; Edossa, A. K., Neuenhaus, N., Artelt, C., Lingel, K. &amp; Schneider, W. (2018). Developmental Relationship between Declarative Metacognitive Knowledge and Reading Comprehension during Secondary School. European Journal of Psychology of Education. DOI: <a href="10.1007/s10212-018-0393-x" data-mce-href="10.1007/s10212-018-0393-x">10.1007/s10212-018-0393-x</a> &nbsp; Neuenhaus, N., Schneider, W., Lingel, K. &amp; Artelt, C. (2018). Does metacognitive knowledge mediate the relation between goal orientations and educational achievement in secondary school students? Electronic Journal of Research in Educational Psychology 16/ (1), 5-33. DOI: <a href="http://dx.doi.org/10.25115/ejrep.v16i44.1935" target="external" data-mce-href="http://dx.doi.org/10.25115/ejrep.v16i44.1935"> 10.25115/ejrep.v16i44.1935</a> &nbsp; Neuenhaus, N., Artelt, C., &amp; Schneider, W. (2016). Lernstrategiewissen im Bereich Englisch: Entwicklung und erste Validierung eines Tests für Schüler der frühen Sekundarstufe. Diagnostika. DOI:<a href="http://dx.doi.org/10.1026/0012-1924/a000171" target="external" data-mce-href="http://dx.doi.org/10.1026/0012-1924/a000171"> 10.1026/0012-1924/a000171.</a> &nbsp; Lingel, K., Neuenhaus, N., Artelt, C. &amp; Schneider, W. (2014). Der Einfluss des metakognitiven Wissens auf die Entwicklung der Mathematikleistung am Beginn der Sekundarstufe I. Journal für Mathematikdidaktik. DOI: <a href="http://dx.doi.org/10.1007/s13138-013-0061-2" target="_blank" rel="noreferrer" data-mce-href="http://dx.doi.org/10.1007/s13138-013-0061-2">10.1007/s13138-013-0061-2</a> &nbsp; Neuenhaus, N., Artelt, C. &amp; Schneider, W. (2013). The Impact of Cross-curricular Competences and Prior Knowledge on Learning Outcomes. International Journal of Higher Education, 2(4), 214-227. DOI: &nbsp;<a href="http://dx.doi.org/10.5430/ijhe.v2n4p214" target="_blank" rel="noreferrer" data-mce-href="http://dx.doi.org/10.5430/ijhe.v2n4p214">10.5430/ijhe.v2n4p214</a> &nbsp;&nbsp; Artelt, C., Neuenhaus, N., Lingel, K. &amp; Schneider, W. (2012). Entwicklung und wechselseitige Effekte von metakognitiven und bereichsspezifischen Wissenskomponenten in der Sekundarstufe. Psychologische Rundschau, 63(1), 18-25.&nbsp; Neuenhaus, N., Artelt, C., Lingel, K. &amp; Schneider, W. (2011). Fifth graders metacognitive knowledge: gerneral or domain specific? European Journal of Psychology of Education, 26, 163-178.&nbsp; Lingel, K., Neuenhaus, N., Artelt, C. &amp; Schneider, W. (2010). Metakognitives Wissen in der Sekundarstufe: Konstruktion und Evaluation domänenspezifischer Messverfahren. Zeitschrift für Pädagogik, 56, 228-238.&nbsp;

Selected Presentations

Heyne, N., Gnambs, T., Lockl, K. &amp; Neuenhaus, N. (2021). Predictors of Adolescents’ Change in Reading Literacy: The Roles of Applying Reading Strategies, Reading Motivation, and Declarative Metacognition. Vortrag auf der Fachgruppentagung Pädagogische Psychologie und Entwicklungspsychologie der DGPs (PAEPSY), Heidelberg 14.-16.09 2021. Goppert, S. A., Pfost, M., Artelt, C. &amp; Neuenhaus, N. (2019). Mixed Methods? A comparison of different Judgments and Indicators for Metacomprehension. Einzelbeitrag auf der 18. Biennial European Conference for Research on Learning and Instruction (EARLI), Aachen, 12.08 – 16.08.2019. Neuenhaus, N., Grobe, F. B. &amp; Artelt, C. (2016). Self-reported strategy use and its relation to strategic text processing and rereading within a computer based multiple-choice reading test. 7th Biennial Meeting of the EARLI (European Association for Research in Learning and Instruction) Special Interest Group 16 („Metacognition”), Nijmegen, 23.- 26.08.2016. Neuenhaus, N. &amp; Artelt, C. (2013). Metacognitive strategy knowledge - How it can be assessed and how it relates to achievement. Symposium at the 15th Biennial Conference EARLI 2013, 27.-31.08.13, Munich, Germany. Neuenhaus, N., Artelt, C., Lingel, K. &amp; Schneider, W. (2013). The Interaction between Relational Strategy Knowledge, Goal Orientation, and Performance. Paper presented at the 15th Biennial Conference EARLI 2013, 27.-31.08.13, Munich, Germany. Neuenhaus, N., Artelt, C., Lingel, K. &amp; Schneider, W. (2012). The role of metacognitive knowledge in school achievement and its development from grade five to seven. 5th Biennial Meeting of the EARLI (European Association for Research in Learning and Instruction) Special Interest Group 16 („Metacognition”), Milano, 05.- 08. 09.2012.