Thorben Jansen
Biographic Data
| ID | 6507908 |
|---|---|
| NAME | Thorben Jansen |
| GIVEN NAMES | Thorben |
| FAMILY NAME | Jansen |
| SIGNATURE | JANSEN T |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0001-9714-6505 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Automated Data Extraction by Large Language Models: Assessing Accuracy in Comparison to Human Experts Using the Example of Visible Learning
By quantitatively integrating results of meta-analyses, second-order meta-analyses (SOMAs) from educational psychology address far-reaching questions of interest to adjacent scientific fields, policy, and educational practice. Conducting a SOMA, however, is time-consuming, particularly the extraction of statistical results from meta-analyses. Large Language Models (LLMs) have the potential to accelerate data extraction, as evidenced by evaluation…
Understanding individual differences in students’ responses to technology-based feedback on a writing task: The role of achievement motives and initial task performance
Computer-based feedback interventions are generally effective—but not for all students. Students’ achievement motives (hopes for success, fear of failure) might explain how students respond to feedback in interplay with initial task performance. In a sample of 949 secondary school students in Germany (Grades 7–9) we found that when the task criterion was initially not met, higher hopes for success were positively associated with students’ subsequ…
Testing teacher judgments comprehensively: Accuracy, halo, frame of reference, strategy, and personality effects in holistic and analytic assessments of student essays
Almighty ChatGPT? Development of gifted secondary school students’ AI (mis)conceptions
The current limitations of generative AI (genAI), such as hallucinations, are well-documented.However, research indicates that young students may misconceive genAI as omniscient.How such a misconception develops remains unclear, particularly as the use of advanced AI grows and exposure to AI increases.Building on certain assumptions from the elaboration likelihood model, this study investigates the "omniscient-AI" misconception among gifted secon…
Development of grammatical and lexical skills in argumentative EFL writing at upper secondary level in Germany and Switzerland
The ability to write argumentative essays is an important requirement in EFL curricula in Germany and Switzerland, with grammar and lexis serving as indispensable elements of this task. The literature shows that acquiring advanced grammatical and lexical skills is challenging for students, especially genre-specific lexical abilities. In this longitudinal study, we investigate how grammatical and lexical skills develop in two educational systems a…
Data extraction by generative artificial intelligence: Assessing determinants of accuracy using human-extracted data from systematic review databases
Psychological science requires reliable measures. Within systematic literature reviews, reliability hinges on high interrater agreement during data extraction. Yet, the extraction process has been time-consuming. Efforts to accelerate the process using technology have shown limited success until generative artificial intelligence (genAI), particularly large language models (LLMs), accurately extracted variables from medical studies. Nonetheless, …
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each as…
Who am I? A second-order meta-analytic review of correlates of the self in childhood and adolescence
People's subjective beliefs about themselves affect what people think and, consequently, what they do. Positive self-beliefs are important for many life outcomes, from academic success to well-being, especially during K-12 education as a crucial developmental period. Many empirical studies and meta-analyses have examined correlates of self-beliefs. The present second-order meta-analytic review integrates this large and diverse body of research, a…
Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter
The current article investigated the role that the school context plays in teachers’ well-being in terms of emotional exhaustion and job satisfaction. First, we analyzed between-school variation in well-being and indicators of social interactions. Second, we examined the association between these indicators and well-being on the teacher and school levels. Based on two large teacher samples (Study 1: N = 1022; Study 2: N = 2886), the results of mu…
Which student and instructional variables are most strongly related to academic motivation in K-12 education? A systematic review of meta-analyses
Judgment accuracy of German student texts: Do teacher experience and content knowledge matter
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills
Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language
Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language
Judgment accuracy of German student texts: Do teacher experience and content knowledge matter
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills
Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills
Which student and instructional variables are most strongly related to academic motivation in K-12 education? A systematic review of meta-analyses
Judgment accuracy of German student texts: Do teacher experience and content knowledge matter
Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter
The current article investigated the role that the school context plays in teachers’ well-being in terms of emotional exhaustion and job satisfaction. First, we analyzed between-school variation in well-being and indicators of social interactions. Second, we examined the association between these indicators and well-being on the teacher and school levels. Based on two large teacher samples (Study 1: N = 1022; Study 2: N = 2886), the results of mu…
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each as…
Who am I? A second-order meta-analytic review of correlates of the self in childhood and adolescence
People's subjective beliefs about themselves affect what people think and, consequently, what they do. Positive self-beliefs are important for many life outcomes, from academic success to well-being, especially during K-12 education as a crucial developmental period. Many empirical studies and meta-analyses have examined correlates of self-beliefs. The present second-order meta-analytic review integrates this large and diverse body of research, a…
Development of grammatical and lexical skills in argumentative EFL writing at upper secondary level in Germany and Switzerland
The ability to write argumentative essays is an important requirement in EFL curricula in Germany and Switzerland, with grammar and lexis serving as indispensable elements of this task. The literature shows that acquiring advanced grammatical and lexical skills is challenging for students, especially genre-specific lexical abilities. In this longitudinal study, we investigate how grammatical and lexical skills develop in two educational systems a…
Data extraction by generative artificial intelligence: Assessing determinants of accuracy using human-extracted data from systematic review databases
Psychological science requires reliable measures. Within systematic literature reviews, reliability hinges on high interrater agreement during data extraction. Yet, the extraction process has been time-consuming. Efforts to accelerate the process using technology have shown limited success until generative artificial intelligence (genAI), particularly large language models (LLMs), accurately extracted variables from medical studies. Nonetheless, …
Automated Data Extraction by Large Language Models: Assessing Accuracy in Comparison to Human Experts Using the Example of Visible Learning
By quantitatively integrating results of meta-analyses, second-order meta-analyses (SOMAs) from educational psychology address far-reaching questions of interest to adjacent scientific fields, policy, and educational practice. Conducting a SOMA, however, is time-consuming, particularly the extraction of statistical results from meta-analyses. Large Language Models (LLMs) have the potential to accelerate data extraction, as evidenced by evaluation…
Understanding individual differences in students’ responses to technology-based feedback on a writing task: The role of achievement motives and initial task performance
Computer-based feedback interventions are generally effective—but not for all students. Students’ achievement motives (hopes for success, fear of failure) might explain how students respond to feedback in interplay with initial task performance. In a sample of 949 secondary school students in Germany (Grades 7–9) we found that when the task criterion was initially not met, higher hopes for success were positively associated with students’ subsequ…
Testing teacher judgments comprehensively: Accuracy, halo, frame of reference, strategy, and personality effects in holistic and analytic assessments of student essays
Almighty ChatGPT? Development of gifted secondary school students’ AI (mis)conceptions
The current limitations of generative AI (genAI), such as hallucinations, are well-documented.However, research indicates that young students may misconceive genAI as omniscient.How such a misconception develops remains unclear, particularly as the use of advanced AI grows and exposure to AI increases.Building on certain assumptions from the elaboration likelihood model, this study investigates the "omniscient-AI" misconception among gifted secon…
Psychology (10 works) · Mathematics education (9 works) · Educational Strategies and Epistemologies (5 works) · Linguistics (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Education and Critical Thinking Development (3 works) · Argumentative (2 works) · Artificial Intelligence in Healthcare and Education (2 works)