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D-Index & Metrics

Social Sciences and Humanities

D-Index
57
Citations
16520
World Ranking
1742
National Ranking
51

Overview

Detlev Leutner is affiliated with the University of Duisburg-Essen in Germany. Their research spans a variety of topics primarily situated within the fields of psychology and social sciences, with a particular focus on developmental and educational psychology, education, clinical psychology, experimental and cognitive psychology, and social psychology.

The research topics addressed include:

  • Perfectionism, Procrastination, Anxiety Studies
  • Innovative Teaching and Learning Methods
  • Visual and Cognitive Learning Processes
  • Education Methods and Technologies
  • Educational Strategies and Epistemologies
  • Sociology and Education Studies
  • Motivation and Self-Concept in Sports

Leutner has published extensively in several academic venues. The frequent publication outlets include:

  • Learning and Individual Differences
  • Educational Psychology Review
  • Learning and Instruction
  • DuEPublico (University of Duisburg-Essen)
  • PsycTESTS Dataset

Recent papers authored or co-authored by Leutner cover topics related to self-regulated learning, metacognitive skills, motivational regulation, and academic success. Notable examples are:

  • Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) published in Metacognition and Learning
  • Do motivational regulation strategies contribute to university students' academic success? (2020) published in Learning and Individual Differences
  • An Interactive Layers Model of Self-Regulated Learning and Cognitive Load (2020) published in Educational Psychology Review
  • Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation (2021) published in Learning and Individual Differences
  • Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition (2022) published in Metacognition and Learning

Co-authorship collaborations have been a significant aspect of Leutner's research activity. Frequent co-authors include:

  • Joachim Wirth
  • Jens Fleischer
  • Carola Grunschel
  • Theresa Schnettler
  • Anne Scheunemann

Leutner's work focuses on aspects of self-regulated learning, motivational regulation, cognitive load, and academic motivation, contributing to understanding learning processes and educational strategies from multiple psychological perspectives.

Best Publications

  • Instructional animation versus static pictures: A meta-analysis

    Tim N. Höffler;Detlev Leutner

  • Direct measurement of cognitive load in multimedia learning.

    Roland Brunken;Jan L. Plass;Detlev Leutner

  • SUPPORTING VISUAL AND VERBAL LEARNING PREFERENCES IN A SECOND LANGUAGE MULTIMEDIA LEARNING ENVIRONMENT

    Jan L. Plass;Dorothy M. Chun;Richard E. Mayer;Detlev Leutner;Detlev Leutner

  • PISA 2003: Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs

    Manfred Prenzel;Jürgen Baumert;Werner Blum;Rainer Lehmann

  • Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

    Theresa Dicke;Phillip David Parker;Herbert Warren Marsh;Mareike Kunter

  • Seasonal allergic rhinitis and antihistamine effects on children's learning

    E. F. P. M Vuurman;L. M. A Van Veggel;M. M. C Uiterwijk;D Leutner

  • Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities

    Jan L. Plass;Dorothy M. Chun;Richard E. Mayer;Detlev Leutner

  • Reducing reality shock: The effects of classroom management skills training on beginning teachers

    Theresa Dicke;Jill Elling;Annett Schmeck;Detlev Leutner

  • Current Issues in Competence Modeling and Assessment

    Karoline Koeppen;Johannes Hartig;Eckhard Klieme;Detlev Leutner

  • Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

    Roland Brünken;Susan Steinbacher;Jan L. Plass;Detlev Leutner

  • Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects

    Roland Brünken;Jan L. Plass;Detlev Leutner

  • Lehren und Lernen : Einfuehrung in die Instruktionspsychologie

    Detlev Leutner;Karl Josef Klauer

  • Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support

    Detlev Leutner

  • A longitudinal study of teachers' occupational well-being: Applying the job demands-resources model.

    Theresa Dicke;Ferdinand Stebner;Christina Linninger;Mareike Kunter

  • Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

    Theresa Dicke;Philip D. Parker;Doris Holzberger;Olga Kunina-Habenicht

  • Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content

    Detlev Leutner;Claudia Leopold;Elke Sumfleth

  • Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

    Stephanie Herppich;Anna-Katharina Praetorius;Natalie Förster;Inga Glogger-Frey

  • Assessment of Competencies in Educational Contexts

    Eckhard Klieme;Detlev Leutner;Johannes Hartig

  • Self-regulated learning as a competence: Implications of theoretical models for assessment methods.

    Joachim Wirth;Detlev Leutner

  • Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies

    Claudia Leopold;Detlev Leutner

  • Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings

    Annett Schmeck;Maria Opfermann;Tamara van Gog;Fred Paas

Frequent Co-Authors

Eckhard Klieme
Eckhard Klieme Leibniz Association
Mareike Kunter
Mareike Kunter Goethe University Frankfurt
Jan L. Plass
Jan L. Plass New York University
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Joachim Funke
Joachim Funke Heidelberg University
Tina Seidel
Tina Seidel Technical University of Munich
Richard E. Mayer
Richard E. Mayer University of California, Santa Barbara
Thomas Rammsayer
Thomas Rammsayer University of Bern
Markus Dresel
Markus Dresel University of Augsburg
Franz Petermann
Franz Petermann University of Bremen

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