Joerg Zumbach
Biographic Data
| ID | 4496950 |
|---|---|
| NAME | Joerg Zumbach |
| GIVEN NAMES | Joerg |
| FAMILY NAME | Zumbach |
| SIGNATURE | ZUMBACH J |
| AFFILIATIONS | University of Salzburg |
| ORCID | 0000-0002-5077-0623 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring Academic Self-Concept, Learning Goal Orientation, and Years of Study as Predictors of University Students’ Affective Learning Outcomes
Research on learning in higher education focuses heavily on cognitive factors and academic performance. However, affective learning outcomes are crucial for overcoming learning difficulties and for personal development. Consequently, this study explores which personal factors are associated with affective learning outcomes among university students. We consider academic self-concept, learning goal orientation, and years of study as personal facto…
Sequencing problem solving and worked examples
This study investigated the effects of four instructional sequences—Problem Solving Only (PS), Problem Solving–Worked Examples (PS-WE), Worked Examples–Problem Solving (WE-PS), and Worked Examples Only (WE)—on learning performance, cognitive load, mental effort, and judgments of learning (JOLs). A total of 124 participants learned to solve mathematical equations using one of these sequences. The results showed that the sequences including problem…
Germane processes moderate the effectiveness of complex desirable difficulty tasks
Although there is abundant empirical evidence that, separately applied, cognitive load theory and desirable difficulty theory enhance performance, little is known about how these theories can be successfully combined. To address this critical gap, the present study investigated the effects of complexity (constantly high vs. gradually increasing) and desirable difficulty (interleaved vs. blocked) on performance, metacognitive strategy use, and sel…
International Handbook of Psychology Learning and Teaching
Visualization and metacognitive scaffolding in learning from animations
In two successive experiments, we compared a static and dynamic visualization format with respect to learning success. We provided metacognitive scaffolding in the form of cognitive and metacognitive prompts during the learning sequence. As covariates, learners’ domain-specific ability self-concept as well as prior knowledge and metacognitive learning strategies were assessed. Results suggest here that static visualization of transitions are supe…
Mobile Eye Tracking during Experimenting with Digital Scaffolding—Gaze Shifts between Augmented Reality and Experiment during Zinc Iodide Electrolysis Set-Up
In this exploratory eye tracking study, gaze behavior during an experiment on electrolysis of a zinc iodide solution has been examined. The experiment is designed according to inquiry-based learning and therefore well suited to students’ self-directed experimenting in science classrooms. Scaffolding by means of stepwise presented digital hints (sequential scaffolds), here by means of augmented reality (AR), supported learners during the experimen…
Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes and processes. A total of 183 secondary school students conducted hands-on experiments on redox reaction…
What makes a collegial higher education student? How personality and goal orientations contribute to prosocial behavior
University professors’ collegiality has received far more attention in higher education research than collegiality among higher education students. Hence, this lack of research concerning higher education students’ collegiality represents a research gap that this study aims to fill. The present study aimed at examining the contribution of personal characteristics and goal orientations to collegiality among higher education students. A total of 19…
How Much Pressure Do Students Need to Achieve Good Grades?—The Relevance of Autonomy Support and School-Related Pressure for Vitality, Contentment with, and Performance in School
This study investigates, based on Deci and Ryan’s self-determination theory, how autonomy support and school-related pressure are associated with students’ vitality, their contentment with and academic performance in school, and whether feeling related to teachers and feeling competent mediate these relations. In total, 812 secondary school students participated in this questionnaire-based survey. Perceived autonomy support was positively related…
International Handbook of Psychology Learning and Teaching
The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university
Cognitive and metacognitive support in learning with a serious game about demographic change
Enter the matrix
Media comparisons are only valid within "zones of comparability." Either the level of participants' interactivity (i.e., the "syntactics" of what they do) has to be constant, while the content might vary, or the content of specific media (i.e., the "semantics" of what they encounter) has to be kept constant, while the level of interactivity with the content might vary. The present experiment varied the level of interactivity: Participants watched…
Assessing Aggressiveness via Reaction Times Online
Aggressive tendencies can be assessed either commonly by explicit measures (self-report questionnaires), or by implicit measures that require the speeded classification of quickly presented stimuli and the recording and analysis of the reaction-times. We explored the psychometric properties of implicit measures assessing aggressiveness objectively: the Implicit Association Test (IAT) and its derivate, the Single-Target IAT. While the IAT focused …
The influence of violent and nonviolent computer games on implicit measures of aggressiveness
We examined the causal relationship between playing violent video games and increases in aggressiveness by using implicit measures of aggressiveness, which have become important for accurately predicting impulsive behavioral tendencies. Ninety‐six adults were randomly assigned to play one of three versions of a computer game that differed only with regard to game content (violent, peaceful, or abstract game), or to work on a reading task. In the …
Constructing Gender in Chat Groups
Constructing Gender in Chat Groups
The influence of violent and nonviolent computer games on implicit measures of aggressiveness
We examined the causal relationship between playing violent video games and increases in aggressiveness by using implicit measures of aggressiveness, which have become important for accurately predicting impulsive behavioral tendencies. Ninety‐six adults were randomly assigned to play one of three versions of a computer game that differed only with regard to game content (violent, peaceful, or abstract game), or to work on a reading task. In the …
Constructing Gender in Chat Groups
The influence of violent and nonviolent computer games on implicit measures of aggressiveness
We examined the causal relationship between playing violent video games and increases in aggressiveness by using implicit measures of aggressiveness, which have become important for accurately predicting impulsive behavioral tendencies. Ninety‐six adults were randomly assigned to play one of three versions of a computer game that differed only with regard to game content (violent, peaceful, or abstract game), or to work on a reading task. In the …
Assessing Aggressiveness via Reaction Times Online
Aggressive tendencies can be assessed either commonly by explicit measures (self-report questionnaires), or by implicit measures that require the speeded classification of quickly presented stimuli and the recording and analysis of the reaction-times. We explored the psychometric properties of implicit measures assessing aggressiveness objectively: the Implicit Association Test (IAT) and its derivate, the Single-Target IAT. While the IAT focused …
Enter the matrix
Media comparisons are only valid within "zones of comparability." Either the level of participants' interactivity (i.e., the "syntactics" of what they do) has to be constant, while the content might vary, or the content of specific media (i.e., the "semantics" of what they encounter) has to be kept constant, while the level of interactivity with the content might vary. The present experiment varied the level of interactivity: Participants watched…
The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university
Cognitive and metacognitive support in learning with a serious game about demographic change
How Much Pressure Do Students Need to Achieve Good Grades?—The Relevance of Autonomy Support and School-Related Pressure for Vitality, Contentment with, and Performance in School
This study investigates, based on Deci and Ryan’s self-determination theory, how autonomy support and school-related pressure are associated with students’ vitality, their contentment with and academic performance in school, and whether feeling related to teachers and feeling competent mediate these relations. In total, 812 secondary school students participated in this questionnaire-based survey. Perceived autonomy support was positively related…
International Handbook of Psychology Learning and Teaching
International Handbook of Psychology Learning and Teaching
Visualization and metacognitive scaffolding in learning from animations
In two successive experiments, we compared a static and dynamic visualization format with respect to learning success. We provided metacognitive scaffolding in the form of cognitive and metacognitive prompts during the learning sequence. As covariates, learners’ domain-specific ability self-concept as well as prior knowledge and metacognitive learning strategies were assessed. Results suggest here that static visualization of transitions are supe…
Mobile Eye Tracking during Experimenting with Digital Scaffolding—Gaze Shifts between Augmented Reality and Experiment during Zinc Iodide Electrolysis Set-Up
In this exploratory eye tracking study, gaze behavior during an experiment on electrolysis of a zinc iodide solution has been examined. The experiment is designed according to inquiry-based learning and therefore well suited to students’ self-directed experimenting in science classrooms. Scaffolding by means of stepwise presented digital hints (sequential scaffolds), here by means of augmented reality (AR), supported learners during the experimen…
Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes and processes. A total of 183 secondary school students conducted hands-on experiments on redox reaction…
What makes a collegial higher education student? How personality and goal orientations contribute to prosocial behavior
University professors’ collegiality has received far more attention in higher education research than collegiality among higher education students. Hence, this lack of research concerning higher education students’ collegiality represents a research gap that this study aims to fill. The present study aimed at examining the contribution of personal characteristics and goal orientations to collegiality among higher education students. A total of 19…
Exploring Academic Self-Concept, Learning Goal Orientation, and Years of Study as Predictors of University Students’ Affective Learning Outcomes
Research on learning in higher education focuses heavily on cognitive factors and academic performance. However, affective learning outcomes are crucial for overcoming learning difficulties and for personal development. Consequently, this study explores which personal factors are associated with affective learning outcomes among university students. We consider academic self-concept, learning goal orientation, and years of study as personal facto…
Sequencing problem solving and worked examples
This study investigated the effects of four instructional sequences—Problem Solving Only (PS), Problem Solving–Worked Examples (PS-WE), Worked Examples–Problem Solving (WE-PS), and Worked Examples Only (WE)—on learning performance, cognitive load, mental effort, and judgments of learning (JOLs). A total of 124 participants learned to solve mathematical equations using one of these sequences. The results showed that the sequences including problem…
Germane processes moderate the effectiveness of complex desirable difficulty tasks
Although there is abundant empirical evidence that, separately applied, cognitive load theory and desirable difficulty theory enhance performance, little is known about how these theories can be successfully combined. To address this critical gap, the present study investigated the effects of complexity (constantly high vs. gradually increasing) and desirable difficulty (interleaved vs. blocked) on performance, metacognitive strategy use, and sel…
Psychology (12 works) · Social Psychology (8 works) · Mathematics education (7 works) · Cognition (6 works) · Computer Science (6 works) · Innovative Teaching and Learning Methods (5 works) · Cognitive psychology (4 works) · Motivation and Self-Concept in Sports (4 works) · Bullying, Victimization, and Aggression (3 works) · Cognitive Load (3 works)