Jens Möller

Biographic Data

ID3655211
NAMEJens Möller
GIVEN NAMESJens
FAMILY NAMEMöller
SIGNATUREMOLLER J
AFFILIATIONSUniversity of Kiel
VERIFIEDNo
TOTAL WORKS34
TOTAL CITATIONS46
AUTHOR COUNT31
EDITOR COUNT3
FIRST PUBLICATION YEAR1985
LATEST PUBLICATION YEAR2026
H-INDEX4

  • From spelling to content: The influence of spelling quality on text assessment

    Open AccessFrederike Strahl, Jorg Kilian et al.ARTICLEAssessing Writing2026

    Background Text assessments by different teachers can lack objectivity, with some text characteristics influencing the evaluation of others. Aims This research explored the halo effect of spelling quality on first language text assessment and investigated whether a prompt could reduce this effect. Samples Study 1 involved 134 pre-service teachers and 83 in-service teachers. Study 2 included 130 in-service teachers, who were divided into three gro…

  • Comparisons in everyday life: Effects on academic self-concepts

    Open AccessAlexandra Petrak, Joanne Moller et al.ARTICLELearning and Instruction2026

    Students can compare their achievements in one domain with those of their peers (social comparison), with their own achievements over time (temporal comparison), with their achievements in other domains (dimensional comparison), or with a factual criterion (criterial comparison). The present research aimed to gain a deeper understanding of multiple comparison processes in students’ everyday life. In Study 1, a total of N = 130 university students…

  • LLM feedback for academic writing: Effects on students’ performance and engagement

    Open AccessRobert Glüsing, Johanna Fleckenstein et al.ARTICLEContemporary Educational Psychology2026

    Writing and revising academic texts is a demanding task that benefits significantly from feedback provided by teachers or peers. However, providing elaborated formative feedback on students’ academic writing is time-intensive and therefore hard to implement in educational practice. As a supplementary resource, large language models (LLMs) offer the potential to support the writing process by generating automated feedback to help students enhance …

  • The formation of self‐concept and intrinsic value in arts‐related domains: Extending the generalized internal/external frame of reference model to music and visual arts

    Open AccessA Katrin Arens, Daniel Fiedler et al.ARTICLEBritish Journal of Educational…2025References: 68

    BACKGROUND: The internal/external frame of reference (I/E) model explains the formation of domain-specific academic self-concepts. The generalized I/E (GI/E) model extends the I/E model to other motivational constructs, such as intrinsic value, and to various school subjects. When extending the I/E model to various school subjects, the domains of music and visual arts have seldom been examined. AIMS: This study examined a GI/E model that included…

  • Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities

    Open AccessJudith Pollmeier, Thilo Kleickmann et al.ARTICLEStudies In Educational Evaluation2024

    Pedagogical/psychological knowledge (PPK) is a crucial part of teachers’ professional knowledge. We examined the latent structure of preservice teachers’ PPK and its relationship to learning opportunities provided as part of university programs in teacher education: content covered in university courses, and teaching experience provided through internships. Based on a sample of 1036 participants, the results confirmed a four-dimensional structure…

  • The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study

    Open AccessJürgen Baumert, Johanna Fleckenstein et al.ARTICLELanguage Learning2020

    Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early‐start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large‐scale study, we aimed to close some of these gaps. We examined the effects of early‐start English on receptive language proficiency in a random sample of 19,858 stud…

  • Pädagogische Psychologie

    Open AccessJoanne Moller, Elke Wild et al.BOOKPädagogische Psychologie2020

  • Same Same, but Different? Relations between Facets of Conscientiousness and Grit

    Open AccessFabian T C Schmidt, G Nagy et al.ARTICLEEuropean Journal of Personality2018

    The constructs grit and conscientiousness are closely connected. However, this relationship has not been analysed while accounting for the complex structure of conscientiousness and the multifaceted conception of grit (perseverance of effort; consistency of interest). In this study, we analysed the connection while considering the hierarchical structure of conscientiousness, differentiating between a superordinate factor, a first–level common fac…

  • Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    Open AccessIsabell Paulick, Jörg Großschedl et al.ARTICLEJournal of Teacher Education2016Cited by: 2References: 32

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their professional knowledge. The sample consisted of N = 631 German preservice secondary teachers in biology and …

  • Internal/External Frame of Reference Model

    Open AccessHerbert W Marsh, Joanne Moller et al.CHAPTERInternational Encyclopedia of the…2015

  • Dimensional Comparisons and Their Consequences for Self-Concept, Motivation, and Emotion

    Open AccessJoanne Moller, Jens Möller et al.CHAPTERInternational Encyclopedia of the…2015

  • Pädagogische Psychologie

    Open AccessElke Wild, Joanne Moller et al.BOOKPädagogische Psychologie2015

  • The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences

    Open AccessHerbert W Marsh, Adel S Abduljabbar et al.ARTICLEAmerican Educational Research…2015Cited by: 3References: 67

    The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International…

  • Praxisphasen in der Lehrerausbildung – Eine Strukturanalyse am Beispiel des gymnasialen Lehramtsstudiums in Deutschland

    Open AccessAlexander Gröschner, Katharina Müller et al.ARTICLEZeitschrift für Erziehungswissensch…2015Cited by: 4References: 8

  • Sind die bildungswissenschaftlichen Standards für die Lehramtsausbildung in den Curricula der Hochschulen angekommen

    Open AccessFriederike Hohenstein, Friederike Zimmermann et al.ARTICLEZeitschrift für Erziehungswissensch…2014Cited by: 3References: 2

  • The reciprocal internal/external frame of reference model using grades and test scores

    Open AccessJoanne Moller, Jens Möller et al.ARTICLEBritish Journal of Educational…2014Cited by: 2References: 42

    BackgroundThe reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects on subsequent mathematics and VACH and academic self-concept within domains but have negative effects …

  • Dimensional comparison theory.

    Joanne Moller, Jens Möller et al.ARTICLEPsychological Review2013

    Although social comparison (Festinger, 1954) and temporal comparison (Albert, 1977) theories are well established, dimensional comparison is a largely neglected yet influential process in self-evaluation. Dimensional comparison entails a single individual comparing his or her ability in a (target) domain with his or her ability in a standard domain (e.g., "How good am I in math compared with English?"). This article reviews empirical findings fro…

  • Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.

    Anna Südkamp, Johanna Kaiser et al.ARTICLEJournal of Educational Psychology2012

    This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers' judgments of students' academic achievement and student…

  • Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching

    Open AccessJan Retelsdorf, Michael Becker et al.ARTICLEBritish Journal of Educational…2012Cited by: 2References: 56

    Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking.Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically …

  • Spannungsfeld Polyvalenz in der Lehrerbildung: Wie polyvalent sind Lehramtsstudiengänge und was bedeutet dies für die Berufswahlsicherheit der Studierenden?

    Open AccessJohannes Bauer, Uta Diercks et al.ARTICLEZeitschrift für Erziehungswissensch…2011

  • The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations Between Academic Achievement and Self-Concept

    Open AccessJoanne Moller, Jens Möller et al.ARTICLEAmerican Educational Research…2011Cited by: 11References: 60

    The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EM predicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative effects of mathematics and verbal achievements and ASCs on subsequent achievements and ASCs across d…

  • Achievement differences and self-concept differences: Stronger associations for above or below average students

    Open AccessJoanne Moller, Jens Möller et al.ARTICLEBritish Journal of Educational…2010Cited by: 4References: 22

    BackgroundOn the one hand, achievement indicators like grades or standardized test results are strongly associated with students' domain-specific self-concepts. On the other hand, self-evaluation processes seem to be triggered by a self-enhancing means of information processing. As a consequence, above average students have more positive self-concepts than average students whereas below average students have lower self-concepts than average stude…

  • A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept

    Open AccessJoanne Moller, Jens Möller et al.ARTICLEReview of Educational Research2009

    A meta-analysis of 69 data sets ( N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on math and verbal self-concepts. As predicted by the internal/external frame of reference (I/E) model, math and verbal achievements were highly correlated overall (.67), but the correlation between math and verbal self-concepts (.10) was close to zero. Correlations between math and verbal achievement …

  • Pädagogische Psychologie

    Open AccessJ Moller, Elke Wild et al.BOOKPädagogische Psychologie…2009

  • The belief in a negative interdependence of math and verbal abilities as determinant of academic self-concepts

    Open AccessJoanne Moller, Jens Möller et al.ARTICLEBritish Journal of Educational…2006Cited by: 4References: 36

    Background. The internal/external frame of reference (I/E) model by Marsh (1986) assumes intra-individual dimensional comparisons in which students compare their own achievements in one subject with their achievements in other subjects. These comparison processes should lead to negative paths from achievement in one subject (e.g. maths) on self-concept in another subject (e.g. verbal domains).Aims. Within this study, we investigated the impact of…