Jasmin Reichert-Schlax
Biographic Data
| ID | 6558226 |
|---|---|
| NAME | Jasmin Reichert-Schlax |
| GIVEN NAMES | Jasmin |
| FAMILY NAME | Reichert-Schlax |
| SIGNATURE | REICHERT-SCHLAX J |
| AFFILIATIONS | Johannes Gutenberg University Mainz |
| ORCID | 0000-0001-9201-9275 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Tracking knowledge and confidence trajectories
Knowledge-related confidence has recently gained increasing attention as a metacognitive factor influencing students’ knowledge acquisition, learning, and performance. However, longitudinal and cross-domain evidence on how confidence develops in relation to domain knowledge remains scare. This study addresses this gap by examining development of economic knowledge and corresponding confidence among students in two major study domains – Economics …
Using digital tools in teacher education for fostering instructional competence among (pre-service) teachers
Teachers’ instructional competence to integrate information and communication technology into the classroom has become essential. However, teachers often lack the disposition to put these corresponding demands into practice. Recent research proposes that the use of (digital) learning tools in teacher education can help to promote the required content-specific and generic dispositions at an early stage. Following the critical discourse of competen…
Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education
Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning too…
Improving study admission through entry diagnostics using a validated subject-specific test
According to teaching-learning theories, interventions in educational practice require a valid diagnosis of students’ learning preconditions. Cognitive dispositions at the beginning of studies are the strongest predictor of knowledge acquisition. In the context of increasing numbers of beginning students with heterogeneous preconditions, valid entry diagnostics are indispensable to inform education practitioners about students’ study-related prec…
The relationship between medical students’ media use and learning progress
The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from 'information overload', and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influ…
Validity and fairness of a new entry diagnostics test in higher education economics
Entry Assessment of Student Learning Preconditions in Higher Education
The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. There…
Income and education predict elevated depressive symptoms in the general population
Reference no. 837.020.07; original vote: 22.3.2007, latest update: 20.10.2015
Ethics and Fairness in Assessing Learning Outcomes in Higher Education
Income and education predict elevated depressive symptoms in the general population
Reference no. 837.020.07; original vote: 22.3.2007, latest update: 20.10.2015
Ethics and Fairness in Assessing Learning Outcomes in Higher Education
Validity and fairness of a new entry diagnostics test in higher education economics
Entry Assessment of Student Learning Preconditions in Higher Education
The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. There…
The relationship between medical students’ media use and learning progress
The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from 'information overload', and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influ…
Improving study admission through entry diagnostics using a validated subject-specific test
According to teaching-learning theories, interventions in educational practice require a valid diagnosis of students’ learning preconditions. Cognitive dispositions at the beginning of studies are the strongest predictor of knowledge acquisition. In the context of increasing numbers of beginning students with heterogeneous preconditions, valid entry diagnostics are indispensable to inform education practitioners about students’ study-related prec…
Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education
Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning too…
Using digital tools in teacher education for fostering instructional competence among (pre-service) teachers
Teachers’ instructional competence to integrate information and communication technology into the classroom has become essential. However, teachers often lack the disposition to put these corresponding demands into practice. Recent research proposes that the use of (digital) learning tools in teacher education can help to promote the required content-specific and generic dispositions at an early stage. Following the critical discourse of competen…
Tracking knowledge and confidence trajectories
Knowledge-related confidence has recently gained increasing attention as a metacognitive factor influencing students’ knowledge acquisition, learning, and performance. However, longitudinal and cross-domain evidence on how confidence develops in relation to domain knowledge remains scare. This study addresses this gap by examining development of economic knowledge and corresponding confidence among students in two major study domains – Economics …
Psychology (7 works) · Mathematics education (6 works) · Medicine (6 works) · Computer Science (5 works) · Higher education (5 works) · Medical education (5 works) · Pedagogy (5 works) · Digital literacy in education (2 works) · Economics (2 works) · Economics education (2 works)