<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></p><p><u>Journal Articles</u></p><ul><li><strong>Schoor, C., </strong>Rouet, J.-F., & Britt, M. A. (in press). Effects of context and discrepancy when reading multiple documents. <em>Reading and Writing</em>. <a href="https://doi.org/10.1007/s11145-022-10321-2" target="_blank" data-mce-href="https://doi.org/10.1007/s11145-022-10321-2">https://doi.org/10.1007/s11145-022-10321-2</a> (Open Access)</li><li><p><strong>Schoor, C</strong>.<u>,</u> & Schütz, A. (2021). Science-utility and science-trust associations and how they relate to knowledge about how science works. <em>PLOS ONE, 16(</em>12), e0260586. <a href="https://doi.org/10.1371/journal.pone.0260586" target="_blank" data-mce-href="https://doi.org/10.1371/journal.pone.0260586">https://doi.org/10.1371/journal.pone.0260586</a><br></p></li><li><p>Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C., & <strong>Schoor, C.</strong> (2021). Automated and controlled processes in comprehending multiple documents. <em>Studies in Higher Education, 46</em>(10), 2074-2086. <a href="https://doi.org/10.1080/03075079.2021.1953333" target="_blank" data-mce-href="https://doi.org/10.1080/03075079.2021.1953333">https://doi.org/10.1080/03075079.2021.1953333</a><br></p></li><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" target="_blank" data-mce-href="https://doi.org/10.1016/j.lindif.2021.102018">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" target="_blank" data-mce-href="https://doi.org/10.3389/fpsyg.2020.562450">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" target="_blank" data-mce-href="https://doi.org/10.1026/0012-1924/a000231">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" target="_blank" data-mce-href="http://dx.doi.org/10.1016/j.lindif.2015.11.024">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" target="_blank" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor2016_LAIND_PISA.pdf">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" target="_blank" data-mce-href="http://dx.doi.org/10.1080/00461520.2015.1038540">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" target="_blank" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Narciss_Koerndle2015.pdf">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" target="_blank" data-mce-href="http://dx.doi.org/10.14204/ejrep.32.13077">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" target="_blank" data-mce-href="http://dx.doi.org/10.1016/j.chb.2012.02.016">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" target="_blank" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert2012_CHB.pdf">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" target="_blank" data-mce-href="http://dx.doi.org/10.1007/s11423-012-9251-8">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" target="_blank" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert_Bruenken2012.pdf">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" target="_blank" data-mce-href="http://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?621">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" target="_blank" data-mce-href="http://dx.doi.org/10.1016/j.learninstruc.2010.11.002">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" target="_blank" data-mce-href="https://www.uni-bamberg.de/fileadmin/uni/fakultaeten/ppp_lehrstuehle/bildungsforschung/Publikationen/Schoor/Schoor_Bannert2011_LaI.pdf">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></p><p><u>Books & Book chapters</u></p><ul><li><strong>Schoor, C.</strong>, Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., & Artelt, C. (in press). Das Textverstehen multipler Dokumente von Studierenden und seine Förderung. In S. Alker-Windbichler, A. Kuhn, B. Lodes & G. Stocker (Hrsg.), <em>Akademisches Lesen. Medien, Praktiken, Bibliotheken</em>. Vandenhoeck & Ruprecht.</li><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" target="_blank" data-mce-href="https://www.kompetenzen-im-hochschulsektor.de/files/2019/07/Working-Paper_12_IJFRC_final.pdf">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" target="_blank" data-mce-href="http://dx.doi.org/10.1017/9781316286302.034">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></p><p><u>Other publications</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/" target="_blank" data-mce-href="https://www.uni-bamberg.de/univers-forschung/2020/"><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>