Jun. Prof. Dr. Anja Prinz-Weiß

Ich bin seit 01.08.2021 Juniorprofessorin für Pädagogische Psychologie am Institut für Psychologie der PH Karlsruhe. Ich betreue die Promotionen von Martin Fifka, Celina Safferthal und Theresa Walesch. Zuvor war ich wissenschaftliche Mitarbeiterin am Institut für Erziehungswissenschaft der Universität Freiburg, wo ich auch meine Promotion im Bereich des selbstregulierten Lernens aus Texten abgeschlossen habe.

I am a junior professor for educational psychology at the department of psychology at the PH Karlsruhe since August 1st, 2021. I supervise the doctoral theses from Martin Fifka, Celina Safferthal und Theresa Walesch. Prior to this position, I was a research assistant at the department of educational science at the University of Freiburg, where I completed my doctorate in the field of self-regulated learning from texts.

• Selbstreguliertes Lernen
• Lern- und Leitungsemotionen
• Fehlkonzepte 

• self-regulated learning
• emotions
• misconceptions

Prinz‐Weiß, A., & König, A. (2023). Caption it! The impact of headings on learning from texts. Applied Cognitive Psychology, 37(4), 804–813. https://doi.org/10.1002/acp.4076

Prinz-Weiß, A., Schiffer, S., & Strohmaier, M. (2023). The influence of learners’ reading-related hope or hopelessness and recue instructions on text comprehension and metacomprehension. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie,55(2-3), 110–122. https://doi.org/10.1026/0049-8637/a000275

Prinz-Weiß, A., Lukosiute, L., Meyer, M., & Riedel, J. (2022). The role of achievement emotions for text comprehension and metacomprehension. Metacognition and Learning, 18(2), 347–373. https://doi.org/10.1007/s11409-022-09331-w

Prinz, A., Kollmer, J., Flick, L., Renkl. A., & Eitel, A. (2022). Refuting student teachers’ misconceptions about multimedia learning. Instructional Science, 50(1), 89–110. https://doi.org/10.1007/s11251-021-09568-z

Kleinknecht, M., Broß, I., Prinz-Weiß, A., & Nückles, M. (2022). „Ich kann Schüler*innen beim Erschließen von Fachtexten anleiten“. Ein Training zum Erlernen einer Kernpraktik. Journal für LehrerInnenbildung, 22(3), 74–84. https://doi.org/10.35468/jlb-03-202

Prinz, A., Golke, S., & Wittwer, J. (2021). Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science, 49(2), 165–195. https://dx.doi.org/10.1007/s11251-021-09535-8

Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A., & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers. Psychology Learning & Teaching, 20(3), 420–444. https://doi.org/10.1177/14757257211028723

Prinz, A., Golke, S., & Wittwer, J. (2020). To what extent do situation-model-approach interventions improve relative metacomprehension accuracy? Meta-analytic insights. Educational Psychology Review, 32(4), 917–949. https://doi.org/10.1007/s10648-020-09558-6

Prinz, A., Golke, S., & Wittwer, J. (2020). How accurately can learners discriminate their comprehension of texts? A comprehensive meta-analysis on relative metacomprehension accuracy and influencing factors. Educational Research Review, 31, Article 100358. Advance online publication. https://doi.org/10.1016/j.edurev.2020.100358

Prinz, A.*, Zeeb H.*, Flanigan, A. E., Renkl, A., & Kiewra, K. A. (2020). Conversations with five highly successful female educational psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog. Educational Psychology Review, 33(2), 763–795 [*first authors]. https://doi:10.1007/s10648-020-09552-y

Prinz, A., Zeeb, H., Leuders, T. & Nückles M. (Hrsg.). (2020). Herausfordernde Situationen rund um den Lehrberuf – Fragen und Antworten [Broschüre]. School of Education FACE. https://www.face-freiburg.de/wp-content/uploads/2020/03/2020_School-of-Education-FACE_Broschuere_CURIOUS.pdf

Prinz, A. (2020). Herausforderung Wissenschaftsorientierung im Lehramt: Warum und wie sollten angehende Lehrkräfte Statistik lernen? In A. Prinz, H. Zeeb, T. Leuders & M. Nückles (Hrsg.), Herausfordernde Situationen rund um den Lehrberuf – Fragen und Antworten [Broschüre] (S. 50–55). School of Education FACE. https://www.face-freiburg.de/wp-content/uploads/2020/03/2020_School-of-Education-FACE_Broschuere_CURIOUS.pdf

Prinz, A., Golke, S., & Wittwer, J. (2019). Refutation texts compensate for detrimental effects of misconceptions on comprehension and metacomprehension accuracy and support transfer. Journal of Educational Psychology, 111(6), 957–981. https://doi.org/10.1037edu0000329

Yousefpour, R., Prinz, A., & Ng, C. (2019). Public perceptions of climate change adaptation in Singapore dealing with forecasted sea level rise. Human and Ecological Risk Assessment, 26(6), 1449–1475. https://doi.org/10.1080/10807039.2019.1580140

Prinz, A., Bergmann, V., & Wittwer, J. (2019). Happy but overconfident: Positive affect leads to inaccurate metacomprehension. Cognition and Emotion, 33(3), 606–615. https://doi.org/10.1080/02699931.2018.1472553

Prinz, A., Golke, S., & Wittwer, J. (2018). The double curse of misconceptions: Misconceptions impair not only text comprehension but also metacomprehension in the domain of statistics. Instructional Science, 46(5), 723–765. https://doi.org/10.1007/s11251-018-9452-6

Prinz, A., Golke, S., & Wittwer, J. (2017). Refuting overconfidence: Refutation texts prevent detrimental effects of misconceptions on text comprehension and metacomprehension accuracy in the domain of statistics. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2937–2942). London, England: Cognitive Science Society. https://mindmodeling.org/cogsci2017/papers/0555/paper0555.pdf