Prof. Dr. Charlotte Dignath

Projekte zu Lernprozessen von Schüler*innen

• AMSeL
• PuS-SeL - Lernprozesse
• PuS-SeL Spezial

Projekte zur Wirksamkeit von Instruktionsformaten und Unterrichtsmethoden

• DiSO
• DiSO-LD
• NawiSelf*digital
• PuS-SeL – Trainingsstudie

Projekte zu Lernprozessen von Lehrkräften

• INCLASS
• ReMento
• StereoDisk
• TeachingHowToLearn
• TeBelIn
• WieSeL

• Dignath, C., Rimm-Kaufman, S., Van Ewijk, R. & Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: A meta-analytical study. Educational Psychology Review. 34, 2609–2660. https://doi.org/10.1007/s10648-022-09695-0
• Dignath, C. & Mevarech, Z. (2021). Mind the gap between research and practice in the area of teachers' support of metacognition and SRL. Special Issue guest-edited in Metacognition and Learning. https://doi.org/10.1007/s11409-021-09285-5
• Dignath, C. (2021). For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning, 16(3), 555-594. https://doi.org/10.1007/s11409-021-09271-x
• Dignath, C., Fink, J. & Kunter, M. (2021). Reading persuasive texts affects preservice teachers’ beliefs about cultural diversity in the classroom. Journal of Teacher Education, 73(2), 188-200. https://doi.org/10.1177/00224871211002460
• Dignath, C. & Veenman, M.J.V. (2021). The role of direct strategy instruction in promoting self-regulated learning - evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533. https://doi.org/10.1007/s10648-020-09534-0
• Dignath, C. & Sprenger, L. (2020). Can you only diagnose what you know? The relation between teachers’ self-regulation of learning concepts, and their assessment of students’ self-regulation. Frontiers in Education, 5, 228. https://doi.org/10.3389/feduc.2020.585683
• Dignath, C. & Büttner, G. (2018). Investigating teachers’ direct and indirect promotion of self-regulated learning in primary and secondary mathematics classrooms – insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127-157. https://doi.org/10.1007/s11409-018-9181-x
• Dignath, C. & Van der Werf, G. (2012). What teachers think about self-regulated learning: An investigation of teacher beliefs about enhancing students' self-regulation and how they predict teacher behavior. Education Research International. https://doi.org/10.1155/2012/741713 
• Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition & Learning, 3, 231-264. https://doi.org/10.1007/s11409-008-9029-x
• Dignath, C., Büttner, G. & Langfeldt, H.-P. (2008). How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review, 3, 101-129. https://doi.org/10.1016/j.edurev.2008.02.003

Mitgliedschaften in wissenschaftlichen Gesellschaften:

• European Association for Research on Learning and Instruction (EARLI)
• Deutsche Gesellschaft für Psychologie (DGPs)
• Gesellschaft für Empirische Bildungsforschung (GEBF)

Mitgliedschaften in wissenschaftlichen Netzwerken:

• Internationales wissenschaftliches DFG-Netzwerk: Self-Regulation Network SeReNe
  (2021-2023) – Principal Investigator
• Emerging Field Group (EARLI): Integrated Model of Momentary Learning in Context (IMMoLIC) (PI: Jennifer E. Symonds, University College Dublin) (2020-2023)

• IDeA-Center Frankfurt (seit 2018)

Wissenschaftliche Koordination:

• Koordinatorin der Special Interest Group Metacognition der EARLI (08/2019-08/2023)
• Mitglied im Scientific Committee der gemeinsamen Konferenz der EARLI-SIG 8 Motivation und EARLI-SIG 16 Metacognition in Dresden September 2020/2022 (seit 05/2019)
• Koordination der SIG Teaching and Teacher Learning am IDeA-Center (2017-2019)
• Koordination der SIG Selbstregulation am IDeA-Center (seit 2020)

Akademische Selbstverwaltung und Lehre:

• Mitglied der Projektgruppe Reakkreditierung der Bachelor- und Masterstudiengänge am Institut für Psychologie, Goethe-Universität (01/2019-02/2020)
• Mitglied der Projektgruppe Umstrukturierung des Bildungswissenschaftlichen Begleitstudiums in der Lehrerausbildung, Goethe-Universität (04/2018-02/2020)
• Modulkoordination des Bachelormoduls Pädagogische Psychologie (PsyBsc 18/19), Goethe-Universität (05/2017-03/2020)

Organisation wissenschaftlicher Konferenzen:

• Digitale EARLI-SIG 16 Metacognition and Self-Regulated Learning, 06-12/2022
• Digitales GEBF-Jahr digiGEBF21 (Gesellschaft für Empirische Bildungsforschung)
• Digitale Covid-19-Tagung des IDeA-Forschungszentrums, März 2021

Commitment zu Open Science:

• Frankfurt Open Science Initiative an der Goethe Universität (2019-2020)
• Open Science AG der Abteilung Lehr- und Lernqualität in Bildungseinrichtungen (seit 2021)
• Organisation des Open Science Summer der digiGEBF21-Konferenz, gemeinsam mit Prof. Dr. Johannes Bauer (2020-2021)
• Präregistrierungen meiner Studien bei https://osf.io/ und https://aspredicted.org/