Lea Nobbe
Biographic Data
| ID | 9493468 |
|---|---|
| NAME | Lea Nobbe |
| GIVEN NAMES | Lea |
| FAMILY NAME | Nobbe |
| SIGNATURE | NOBBE L |
| AFFILIATIONS | DIPF | Leibniz Institute for Research and Information in Education Frankfurt am Main Germany |
| ORCID | 0000-0002-5400-1952 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the Emerge Model
As students progress through school, they are expected to increasingly regulate their attention, behaviour, and learning. While some meet these demands with ease, others face ongoing challenges that can hinder their academic success. Research has identified four key concepts in this area: executive functions (EF), metacognition (MC), self-regulation (SR) and self-regulated learning (SRL). Although these constructs are conceptually related, they h…
Boosting self-regulated learning with mobile interventions
Fostering children's acceptance of educational apps
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27‐day study, children ( N = 103, 9–14 years) used the app to mem…
No prominent works on this page.
Boosting self-regulated learning with mobile interventions
Fostering children's acceptance of educational apps
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27‐day study, children ( N = 103, 9–14 years) used the app to mem…
Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the Emerge Model
As students progress through school, they are expected to increasingly regulate their attention, behaviour, and learning. While some meet these demands with ease, others face ongoing challenges that can hinder their academic success. Research has identified four key concepts in this area: executive functions (EF), metacognition (MC), self-regulation (SR) and self-regulated learning (SRL). Although these constructs are conceptually related, they h…
Applied Psychology (2 works) · Child Development and Digital Technology (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Impact of Technology on Adolescents (2 works) · Innovative Teaching and Learning Methods (2 works) · Mobile apps (2 works) · Psychological intervention (2 works) · Psychology (2 works) · World Wide Web (2 works)