Susanne Narci
Biographic Data
| ID | 2746567 |
|---|---|
| NAME | Susanne Narci |
| GIVEN NAMES | Susanne |
| FAMILY NAME | Narci |
| SIGNATURE | NARCI S |
| AFFILIATIONS | Technische Universität Dresden |
| ORCID | 0000-0002-4280-6534 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A Framework for Learning From Erroneous Examples and Meta-Analysis of Empirical Research
While there is ample theoretical and empirical evidence detailing which conditions benefit learning from one’s own errors, the evidence on learning from others’ errors has not yet been synthesized. In this meta-analysis, we examine the overall impact of erroneous examples on learning and the effects of potential moderating variables based on a novel framework. Following the robust variance estimation method, we synthesized findings from 42 papers…
Collaborative Processes in the Development of the International Competences for Undergraduate Psychology ( Icup ) Model
Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide gui…
Learning from errors and failure in educational contexts
Background and AimsAlthough errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educ…
International Handbook of Psychology Learning and Teaching
The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior
International Handbook of Psychology Learning and Teaching
Structural validity and invariance of the Feedback Perceptions Questionnaire
Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General F…
Deliberate Practice and Motor Learning Principles to Underpin the Design of Training Interventions for Improving Lifting Movement in the Occupational Sector
Spine posture during repetitive lifting is one of the main risk factors for low-back injuries in the occupational sector. It is thus critical to design appropriate intervention strategies for training workers to improve their posture, reducing load on the spine during lifting. The main approach to train safe lifting to workers has been educational; however, systematic reviews and meta-analyses have shown that this approach does not improve liftin…
Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback
In three experiments ( N s = 327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 …
Effects of timing of formative feedback in computer‐assisted learning environments
This study examines the effects of timing of corrective formative feedback on processing text information on question‐answering. Undergraduate students read an expository text and answered questions in two attempts. Students were randomly assigned to a no feedback, immediate feedback and delayed feedback conditions. Students in the feedback conditions received feedback on the correctness of their answer after the first attempt and were informed a…
New Perspectives on Integrating Self-Regulated Learning at School
1 Department of Education, Bar-Ilan University, 52100 Ramat-Gan, Israel 2 Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium 3Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany 4Department of Psychology, Technische Universitat Dresden, 01062 Dresden, Germany 5 Department of Educational &Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Ca…
Peer feedback content and sender's competence level in academic writing revision tasks
Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback
In three experiments ( N s = 327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 …
Learning from errors and failure in educational contexts
Background and AimsAlthough errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educ…
Peer feedback content and sender's competence level in academic writing revision tasks
New Perspectives on Integrating Self-Regulated Learning at School
1 Department of Education, Bar-Ilan University, 52100 Ramat-Gan, Israel 2 Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium 3Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany 4Department of Psychology, Technische Universitat Dresden, 01062 Dresden, Germany 5 Department of Educational &Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Ca…
Effects of timing of formative feedback in computer‐assisted learning environments
This study examines the effects of timing of corrective formative feedback on processing text information on question‐answering. Undergraduate students read an expository text and answered questions in two attempts. Students were randomly assigned to a no feedback, immediate feedback and delayed feedback conditions. Students in the feedback conditions received feedback on the correctness of their answer after the first attempt and were informed a…
Structural validity and invariance of the Feedback Perceptions Questionnaire
Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General F…
Deliberate Practice and Motor Learning Principles to Underpin the Design of Training Interventions for Improving Lifting Movement in the Occupational Sector
Spine posture during repetitive lifting is one of the main risk factors for low-back injuries in the occupational sector. It is thus critical to design appropriate intervention strategies for training workers to improve their posture, reducing load on the spine during lifting. The main approach to train safe lifting to workers has been educational; however, systematic reviews and meta-analyses have shown that this approach does not improve liftin…
Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback
In three experiments ( N s = 327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 …
International Handbook of Psychology Learning and Teaching
International Handbook of Psychology Learning and Teaching
The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior
A Framework for Learning From Erroneous Examples and Meta-Analysis of Empirical Research
While there is ample theoretical and empirical evidence detailing which conditions benefit learning from one’s own errors, the evidence on learning from others’ errors has not yet been synthesized. In this meta-analysis, we examine the overall impact of erroneous examples on learning and the effects of potential moderating variables based on a novel framework. Following the robust variance estimation method, we synthesized findings from 42 papers…
Collaborative Processes in the Development of the International Competences for Undergraduate Psychology ( Icup ) Model
Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide gui…
Learning from errors and failure in educational contexts
Background and AimsAlthough errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educ…
Psychology (10 works) · Mathematics education (6 works) · Computer Science (5 works) · Peer feedback (4 works) · Social Psychology (4 works) · Student Assessment and Feedback (4 works) · Applied Psychology (3 works) · Cognitive psychology (3 works) · Educational and Psychological Assessments (3 works) · Evaluation of Teaching Practices (3 works)