PD Dr. Cornelia Schoor

Research Scientist

E-Mail: cornelia.schoor(at)uni-bamberg.de

Research Interests

Teaching and learning with digital media
Multiple text comprehension
Attitudes towards science
Collaborative learning and socially regulated learning
Motivation

Projects

Reading about science in the era of "fake news": how the requester, the task, attitudes towards and knowledge about science influence reading decisions and outcomes
Transfer project on Multitex - Process-based assessment of multiple documents comprehension (MultiTex - Transfer)
Process-based assessment of multiple documents comprehension (MultiTex)
Distribution of knowledge on several documents in individual and collaborative computer-supported learning (with Anne Deiglmayr, University of Leipzig, Germany)
Multiple Document Comprehension of Dutch university students (with Huib Tabbers, University of Rotterdam, Netherlands)

Academic Background

01/2021: Venia Legendi for psychology (Otto-Friedrich-Universität Bamberg)

11/2020: Habilitation in psychology (Otto-Friedrich-Universität Bamberg)

10/2009: Doctorate in psychology (Dr. rer. nat, Technische Universität Chemnitz)

06/2004: Diploma in psychology (Dipl.-Psych., Ruprecht-Karls-Universität Heidelberg)

10/1997 – 06/2004: Academic studies of psychology, Ruprecht-Karls-Universität Heidelberg

Professional Positions

since 06/2012: Research scientist (post-doc) at the Department of Educational Research, University of Bamberg (Prof. Dr. Cordula Artelt)

04/2010 - 05/2012: Research scientist (post-doc) at the Department of Psychology of Learning and Instruction, University of Dresden (Prof. Dr. Hermann Körndle)

02/2005 – 03/2010: Research scientist at the Department of Educational Media, Chemnitz University of Technology (Prof. Dr. Maria Bannert)

Memberships

EARLI (SIG Motivation & Emotion, SIG Comprehension of Text and Graphic)
DGPs (Section Educational Psychology, Section Media Psychology)
GEBF(Society for Empirical Educational Research)

Publications

Cornelia Schoor on ResearchGate, Google Scholar, Twitter (@cornelia_schoor)

Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, 102018. https://doi.org/10.1016/j.lindif.2021.102018 Free access until 4th July 2021: https://authors.elsevier.com/a/1d4BV3irP45a5k

Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). More than (single) text comprehension? On university students' understanding of multiple documents. Frontiers in Psychology, 11, 562450. DOI: 10.3389/fpsyg.2020.562450

Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden [Developing and scaling a test of multiple document comprehension in university students]. Diagnostica, 66, 123-135. DOI: 10.1026/0012-1924/a000231

Schoor, C., Hahnel, C., Mahlow, N., Klagges, J., Kroehne, U., Goldhammer, F., & Artelt, C. (2020). Multiple document comprehension of university students: Test development and relations to person and process characteristics. In O. Zlatkin-Troitschanskaia & H. A. Pant (Eds.), Student Learning Outcomes in Higher Education (pp. 223-242). Heidelberg: Springer.

Schoor, C. (2020). Lesen in Zeiten von Fake News. Über den Umgang mit multiplen Dokumenten [Reading in the age of fake news. Dealing with multiple documents]. uni.vers Forschung 2020: Lernen, ein Leben lang - Bamberger Beiträge zur Bildungsforschung, 40-43.

Heyne, N., Artelt, C., Gnambs, T., Gehrer, K., & Schoor, C. (2020). Instructed highlighting of text passages – indicator of reading or strategic performance? Lingua, 236. DOI: 10.1016/j.lingua.2020.102803 free access until 15.4.2020: https://authors.elsevier.com/c/1adru5YrUr297

Schoor, C., Melzner, N., & Artelt, C. (2019). The effect of the wording of multiple documents on learning. Zeitschrift für Pädagogische Psychologie, 33(3-4), 223-240. DOI: 10.1024/1010-0652/a000246 accepted manuscript(357.9 KB, 63 pages)

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N., & Artelt, C. (2019). Validating process variables of sourcing in an assessment of multiple document comprehension. British Journal of Educational Psychology. DOI: 10.1111/bjep.12278

Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., Mahlow, N., & Artelt, C. (in press). The role of cognitive load for university students’ comprehension of multiple documents. Zeitschrift für Pädagogische Psychologie, 33(2), 105-118. DOI: 10.1024/1010-0652/a000238 accepted manuscript(363.1 KB, 35 pages)

Hahnel, C., Mahlow, N., Schoor, C., & Cerdán, R. (2019). Promoting reading goals and strategy knowledge to improve university students' comprehension of multiple documents. In C. Lautenbach, J. Fischer, O. Zlatkin-Troitschanskaia, M. Toepper, & H. A. Pant (Eds.), Student learning outcomes assessment in higher education - ideas, approaches and concepts for research, transfer and implementation (KoKoHS Working Papers, 12) (pp. 10-12). Berlin & Mainz: Humboldt University & Johannes Gutenberg University. full text of edited book as pdf

Schoor, C. (2018). CASoRL- Coding Scheme for the Analysis of Social Regulation of Learning. In E. Brauner, M. Boos, & M. Kolbe (Eds.), Cambridge Handbook of Group Interaction Analysis (pp. 528-536). Cambridge University Press. DOI: 10.1017/9781316286302.034

Schoor, C. (2016). Utility of reading - predictor of reading achievement? Learning and Individual Differences, 45, 151-158. DOI: 10.1016/j.lindif.2015.11.024 accepted manuscript(367.2 KB, 37 pages)

Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97-119. DOI: 10.1080/00461520.2015.1038540 accepted manuscript(251.7 KB, 70 pages)

Schoor, C., Kownatzki, S., Narciss, S., & Körndle, H. (2014). Effects of feeding back the motivation of a collaboratively learning group. Electronic Journal of Research in Educational Psychology, 12(1), 191-210. DOI: 10.14204/ejrep.32.13077

Schoor, C., & Bannert, M. (2013). Aspects of dynamics in motivation: What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning. Unterrichtswissenschaft, 41(4), 330-347.

Schoor, C., & Bannert, M. (2012). Exploring regulatory processes during a computer-supported collaborative learning task using process mining. Computers in Human Behavior, 28(4), 1321-1331. DOI: 10.1016/j.chb.2012.02.016 accepted manuscript(262.5 KB, 32 pages)

Schoor, C., Bannert, M., & Brünken, R. (2012). Role of dual task design when measuring cognitive load during multimedia learning. Educational Technology Research & Development, 60(5), 753-768. DOI: 10.1007/s11423-012-9251-8 accepted manuscript(267.6 KB, 35 pages)

Schoor, C., & Körndle, H. (2012). Checklist for a didactically sound design of elearning content. eLearning Papers, 29.

Draeger, I., & Schoor, C. (2012). Erneuerbare Energien als Arbeitsfeld für junge Menschen. Unterrichtspraxis. Beilage zu "bildung und wissenschaft" der Gewerkschaft Erziehung und Wissenschaft Baden-Württemberg, 45(3), 17-20.

Schoor, C., Bannert, M., & Jahn, V. (2011). Methodological constraints for detecting the modality effect. Electronic Journal of Research in Educational Psychology, 9(3). 1183-1196. http://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?621

Schoor, C., & Bannert, M. (2011). Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition. Learning and Instruction, 21(4), 560-573. DOI: 10.1016/j.learninstruc.2010.11.002 accepted manuscript(225.7 KB, 48 pages)

Schoor, C. (2010). Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen. Berlin: Logos.

Schoor, C., Jenus, B. & Bannert, M. (2008). Motivational-volitionale Unterstützung für Blended-Learning-Angebote durch E-Mail-Botschaften. Zeitschrift für E-Learning, 3(1), 47-58.

Bannert, M. & Schoor, C. (2008). Motivationale Lernstrategien. In J. Zumbach & H. Mandl (Hrsg.), Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch (S. 221-228). Göttingen: Hogrefe.

Schoor, C. (2003). Individueller Lernerfolg beim computerunterstützten kooperativen Lernen. Unveröffentlichte Diplomarbeit, Ruprecht-Karls-Universität Heidelberg.

Posters and Talks

Schoor, C., Rouet, J.-F., & Britt, M. A. (2021). Lese ich für mich oder für die Uni? Der Einfluss des Kontexts auf die Auswahl von Dokumenten. Paper at the 18th PaePsy2021, 14.-16.09.2021, Heidelberg, Germany / online.

Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2021). Investigating process indicators of corroboration in an assessment of multiple document comprehension. Poster at the CIDER-LERN Conference, 7.-8.10.21, Berlin.

Mahlow, N., Hahnel, C., Kröhne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2021). Transmission and transaction beliefs: The factor structure of the German Reader Belief Inventory. Poster at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.

Tabbers, H., Hahnel, C., & Schoor, C. (2021). Measuring and monitoring multiple document comprehension with a Dutch version of the MDC-instrument. Paper at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.

Zink, T., Hahnel, C., Kröhne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, J., Artelt, C., & Schoor, C. (2021). Effects of score-based and log data-based feedback in a test of multiple document comprehension. Poster at the19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.

Schoor, C., & Kammerer, Y. (2021). Beyond mere content: contextual and metatextual aspects in multiple document comprehension. SIG 2 Invited Symposium at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.

Schoor, C., Rouet, J.-F., & Britt, M.A. (2021). Context and consistency effects when reading multiple documents. Paper at the 19th Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.

Schoor, C., & Kollar, I. (2021). Wie hältst du’s mit der Wissenschaft? Antezedenzien und Konsequenzen wissenschaftsbezogener Überzeugungen bei Studierenden und Lehrpersonen. Symposium auf der Thementagung „Hochschule 2021“ der digiGEBF 2021, 17.-18.06.2021, online.

Schoor, C. (2021). Der Zusammenhang von Einstellungen zu Wissenschaft mit Wissen über wissenschaftliches Vorgehen bei Studierenden. Vortrag auf der Thementagung „Hochschule 2021“ der digiGEBF 2021, 17.-18.06.2021, online.

Schoor, C., Rouet, J.-F., & Britt, M.A. (2020). Context effects when reading multiple conflicting documents. Poster presented at the EARLI SIG 2 conference, 31.8.-02.09.2020, Prague/online, Czech Republic.

Schoor, C., & Kollar, I. (2020). Wie hältst du’s mit der Wissenschaft? Antezedenzien und Konsequenzen wissenschaftsbezogener Überzeugungen bei Studierenden und Lehrpersonen. Symposium at the 8th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF),25.-27.03.2020, Potsdam. https://www.conftool.pro/gebf2020/index.php?page=browseSessions&form_session=18#paperID463 (Conference canceled)

Schoor, C. (2020). Der Zusammenhang von Einstellungen zu Wissenschaft mit Wissen über wissenschaftliches Vorgehen bei Studierenden. Paper at the 8th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.03.2020, Potsdam. https://www.conftool.pro/gebf2020/index.php?page=browseSessions&form_session=18#paperID463 (Conference canceled)

Mahlow, N., Hahnel, C., Kröhne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). Transmission and transaction beliefs: Zur Faktorstruktur des Reader Belief Inventory. Poster the 8th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.03.2020, Potsdam. https://www.conftool.pro/gebf2020/index.php?page=browseSessions&search=mahlow (Conference canceled)

Mahlow, N., Artelt, C., Hahnel, C., Goldhammer, F., Kröhne, U., & Schoor, C. (2019). More than reading competence? Findings on the understanding of multiple documents by university students. Paper auf der paEpsy-Tagung 2019, 9.-12.09.19, Leipzig, Germany.

Hahnel, C. & Schoor, C. (2019). Analyzing trace data as an approach for the investigation of central processes of reading. Symposium at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

Schoor, C., Hahnel, C., Mahlow, N., Kröhne, U., Goldhammer, F., & Artelt, C. (2019). Processes of multiple document comprehension and their relationship to test performance. Paper at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

Schoor, C., Hahnel, C., Mahlow, N., Kröhne, U., Goldhammer, F., & Artelt, C. (2019). The relationship of achievement goal orientations and multiple document comprehension. Paper in the SIG 2 Invited Symposium at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2019). Mehr als Lesekompetenz? – Befunde zum Verständnis multipler Dokumente von Studierenden. Paper presented at the 7th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.02.2019, Köln, Germany.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2018). Representing Attention to Source Information with the Aid of Process Indicators from an Assessment of Multiple Document Comprehension. Paper presented at the 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 15.-20.09.2018, Frankfurt, Germany.

Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kröhne, U., & Goldhammer, F. (2018). Task models in multiple document comprehension. Paper to be presented at the EARLI SIG 2 conference, 27.-29.08.2018, Freiburg, Germany.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). Domain-related epistemic beliefs and their relation to multiple document comprehension. Paper presented at the 2018 Annual Meeting of the Society for Text & Discourse, 17.-19.07.2018, Brighton, UK.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2018). Validating Process Indicators of Accessing Source Information Constructed from an Assessment of Multiple Document Comprehension. Vortrag auf der Conference of the International Test Commission (ITC), 02.-05.07.2018, Montreal, Kanada.

Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). The relationship of achievement goal orientations and multiple document literacy: A variable-centered and person-centered approach. Poster presented at the 2018 Annual Meeting ot the American Educational Research Association (AERA), 13.-17.04.2018, New York, USA.

Kröhne, U., Artelt, C., Goldhammer, F., Hahnel, C., Mahlow, N., & Schoor, C. (2018). Formale Definition von Indikatoren aus Log-Daten am Beispiel eines computerbasierten Tests zur Erfassung von Multiple Document Literacy. Vortrag auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2019, Basel, Schweiz.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). Zum Zusammenhang von epistemischen Überzeugungen und kognitiven Anforderungen von Multiple Documents Literacy. Poster auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2019, Basel, Schweiz.

Schoor, C., Hahnel, C., Artelt, C., Kröhne, U., & Goldhammer, F. (2018). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Vortrag auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2019, Basel, Schweiz.

Heyne, N., Gehrer, K., & Schoor, C. (2017). Highlights im Umgang mit Texten im Kontext von Lesekompetenz und Lesestrategien. Vortrag auf der gemeinsamen Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) und der Kommission Bildungsorganisation, Bildungsplanung, Bildungsrecht (KBBB) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), 25.-27.09.2017, Tübingen.

Heyne, N., Schoor, C., & Gehrer, K. (2017). Highlighting im Umgang mit Texten: Teilleistung oder Strategie beim Lesen? Poster auf der gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie, 11.-14.09.2017, Münster.

Schoor, C., Melzner, N., & Artelt, C. (2017). Different wording in multiple documents: Helpful or harmful for individual learning? Paper presented at the 17th Biennial Conference EARLI 2017, 29.08.-02.09.17, Tampere, Finland.

Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., & Artelt, C. (2017). Lassen sich theoretisch angenommene Prozesse im multiplen Textverstehen auch empirisch wiederfinden? Vortrag auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2017, 13.-15.03.2017, Heidelberg.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Artelt, C., Reimann, D., Lockl, K., & Roßbach, H.-G. (2016). Using process data from log files to explain measures of multiple documents literacy (MDL). Paper presented at the EARLI SIG 27 conference, 29.11.-01.12.2016, Oulu, Finland.

Schoor, C., Artelt, C., Reimann, D., Hahnel, C., Kröhne, U., & Goldhammer, F. (2016). Development of a test assessing multiple document comprehension of university students. Paper presented at the MDL workshop, 14.-15.11.2016, Paris, France.

Schoor, C., & Artelt, C. (2016). Konfliktentdeckung in multiplen Dokumenten in Abhängigkeit von Text- und Lesereigenschaften. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie, 18.-22.09.2016, Leipzig.

Schoor, C., & Stadtler, M. (2016). Integration und Bewertung konfligierender Informationen aus multiplen Quellen. Organisation der Arbeitsgruppe auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie, 18.-22.09.2016, Leipzig.

Schoor, C., & Artelt, C. (2016). Conflict detection in multiple documents as a function of kind of conflict, relevance, and wording. Paper presented at the 26th Annual Meeting of the Society for Text and Discourse, 18.-20.07.2016, Kassel.

Schoor, C., & Artelt, C. (2015). Prozesse der Informationsintegration beim Lesen multipler Dokumente. Vortrag auf der 15. Fachtagung Pädagogische Psychologie, 14.-16.09.15, Kassel.

Schoor, C. (2015). A theoretical framework for information integration processes during reading of multiple documents. Paper presented at the 16th Biennial Conference EARLI 2015, 25.-29.08.15, Limassol, Cyprus.

Schoor, C. (2014). Wahrgenommene Nützlichkeit des Lesens als motivationaler Prädiktor für Lesekompetenz: Mediation durch Leseverhalten? Poster auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie, 21.-25.9.2014, Bochum.

Schoor, C. (2014). Perceived utility of reading - predictor of reading competence? Paper presented at the 14th International Conference on Motivation, 12.-14.06.2014, Helsinki, Finland.

Schoor, C., & Deiglmayr, A. (2013). Assessing motivation and regulation in computer-supported individual and collaborative learning. Symposium at the 15th Biennial Conference EARLI 2013, 27.-31.08.13, Munich, Germany.

Schoor, C., Kownatzki, S., Narciss, S., & Körndle, H. (2013). Assessing and feeding back motivation during computer-supported collaborative learning. Paper presented at the 15th Biennial Conference EARLI 2013, 27.-31.08.13, Munich, Germany.

Martens, T., & Schoor, C. (2012). Motivationale Regulation des Lernens. Organisation der Arbeitsgruppe auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie, 23.-27.9.2012, Bielefeld.

Schoor, C., Narciss, S., & Körndle, H. (2012). Motivation als Komponente sozial regulierten Lernens. Vortrag auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie, 23.-27.9.2012, Bielefeld.

Schoor, C., Narciss, S., & Körndle, H. (2012). Motivational and behavioural consequences of feeding back the motivation of a group partner. Paper presented at the 13th International Conference on Motivation, 28.-30.08.2012, Frankfurt/Main, Germany.

Schoor, C., Narciss, S., & Körndle, H. (2011). Die Bedeutung der Motivation des Lernpartners und motivationaler Awareness beim computerunterstützten kooperativen Lernen. Vortrag auf der 13. Fachtagung Pädagogische Psychologie, 14.-16.9.11, Erfurt.

Martens, T., & Schoor, C. (2011). Motivationale Regulation des Lernens. Organisation der Arbeitsgruppe auf der 13. Fachtagung Pädagogische Psychologie, 14.-16.9.11, Erfurt.

Jahn, V., Bannert, M., & Schoor, C. (2011). Der Einfluss von individuellen Merkmalen und der Bildschirmgestaltung auf die kognitive Belastung beim Lernen mit Multimedia. Vortrag auf der 13. Fachtagung Pädagogische Psychologie, 14.-16.9.11, Erfurt.

Schoor, C., Narciss, S., & Körndle, H. (2011). Motivation regulation in groups: Theoretical considerations about the learning partner's motivation. Paper presented at the 14th Biennial Conference EARLI 2011, 30.08.-03.09.11, Exeter, United Kingdom.

Schoor, C., Bannert, M., & Jahn, V. (2010). Methodologische Einschränkungen für das Auffinden des Modalitätseffekts. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie, 26.-30.09.2010, Bremen.

Schoor, C. & Bannert, M. (2010). Aspects of dynamics in motivation. In M. Lemos, T. Goncalves, L. Verissimo, & H. Meneses (Eds.), 12th International conference on motivation. Motivation: New directions in Mind. Book of abstracts (pp. 48-49). Porto, Portugal: Livpsic.

Schoor, C. & Bannert, M. (2010). Are pictures more motivating than text? Effects of presentation codality on interest. Paper presented at the EARLI SIG 6 & 7 conference 2010, 30.08.-01.09.10, Ulm, Germany.

Schoor, C. & Bannert, M. (2009). Motivation beim computerunterstützten kooperativen Lernen und ihre Bedeutung für Wissenserwerb und Lernaktivitäten. Vortrag auf der 12. Fachtagung Pädagogische Psychologie, 07.-09.09.09, Saarbrücken.

Schoor, C. & Bannert, M. (2009). Exploring group regulation during a CSCL task. Paper presented at the 13th Biennial Conference EARLI 2009, 25.-29.08.09, Amsterdam, The Netherlands.

Schoor, C. & Bannert, M. (2009). Motivation in computer supported collaborative learning: Aspects of dynamics and possible interventions. Paper presented at the 13th Biennial Conference EARLI 2009, 25.-29.08.09, Amsterdam, The Netherlands.

Schoor, C. (2008). Die Bedeutung von Motivation beim computerunterstützten kooperativen Lernen. Vortrag am 13.11.08, Zentrum für empirische pädagogische Forschung, Universität Koblenz-Landau, Landau (Pfalz).

Schoor, C. & Bannert, M. (2008). Motivation in a computer supported collaborative learning scenario and its impact on learning activities. Paper presented at the 11th International Conference on Motivation, 21.-23.08.08, Turku, Finland.

Schoor, C. & Bannert, M. (2008). Motivation and knowledge acquisition during computer supported collaborative learning. Poster presented at the 29th International Congress of Psychology, 20.-25.07.08, Berlin.

Bannert, M. & Schoor, C. (2007). Motivation und computerunterstütztes kooperatives Lernen (CSCL). Organisation der Arbeitsgruppe auf der 11. Fachtagung Pädagogische Psychologie, 17.-19.9.07, Berlin.

Schoor, C. & Bannert, M. (2007). Die Rolle von Motivation als Einflussfaktor auf kooperative Lernaktivitäten und -ergebnisse beim computerunterstützten kooperativen Lernen (CSCL). Vortrag auf der 11. Fachtagung Pädagogische Psychologie, 17.-19.9.07, Berlin.

Schoor, C. & Bannert, M. (2007). Motivation and processes of social co-construction of knowledge during CSCL. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction. Developing potentials for learning (p. 239). Szeged, Hungary: EARLI, Graduate School of Education, University of Szeged, Faculty of Arts.

Schoor, C. & Bannert, M. (2006). Einfluss von Motivation auf den Wissenserwerb beim CSCL. In F. Lösel & D. Bender (Hrsg.), 45. Kongress der Deutschen Gesellschaft für Psychologie in Nürnberg. Human Zukunft gestalten (S. 316). Lengerich: Pabst Science Publisher.

Schoor, C. & Bannert, M. (2006). Influence of motivation on computer supported collaborative learning activities. Poster presented at the 10th International Conference on Motivation, Landau.