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Julian Roelle · Study
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Author
Julian Roelle
15 works
· latest 2024
· 2 institutions
cluster: provisional
ORCID 0000-0001-9581-9120
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Citations
944
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Most cited in this library
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning
2020 · 213 citations
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
2020 · 196 citations
Rubrics enhance accuracy and reduce cognitive load in self-assessment
2022 · 57 citations
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept.
2019 · 55 citations
How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance
2022 · 46 citations
Works
15 shown
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Educational Psychology Review
·
2024
·
5 authors
·
Open access
43
citations
Rubrics enhance accuracy and reduce cognitive load in self-assessment
Metacognition and Learning
·
2022
·
3 authors
·
Open access
57
citations
How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance
Sustainability
·
2022
·
6 authors
·
Open access
46
citations
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
Educational Psychology Review
·
2020
·
4 authors
·
editorial
·
Open access
196
citations
Example-based learning: should learners receive closed-book or open-book self-explanation prompts?
Instructional Science
·
2020
·
4 authors
·
Open access
34
citations
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning
Educational Psychology Review
·
2020
·
5 authors
·
Open access
213
citations
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept.
Journal of Educational Psychology
·
2019
·
2 authors
55
citations
Example-based learning: The benefits of prompting organization before providing examples
Learning and Instruction
·
2016
·
4 authors
34
citations
Do cognitive and metacognitive processes set the stage for each other?
Learning and Instruction
·
2016
·
3 authors
45
citations
Effects of informing learners about the dangers of making overconfident judgments of learning.
Journal of Educational Psychology
·
2016
·
4 authors
38
citations
Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations
Cognition and Instruction
·
2015
·
2 authors
37
citations
The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions.
Journal of Educational Psychology
·
2014
·
4 authors
42
citations
Two instructional aids to optimise processing and learning from instructional explanations
Instructional Science
·
2013
·
3 authors
37
citations
The expertise reversal effect in prompting focused processing of instructional explanations
Instructional Science
·
2012
·
2 authors
40
citations
Effects of Feedback on Learning Strategies in Learning Journals
International Journal of Cyber Behavior Psychology and Learning
·
2011
·
3 authors
27
citations