Tom Rosman

University of Erfurt

H指数:19

被引数:920

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Effects of graphical representations on teachers' interpretation of learning progress data. A registered replication

图形表征对教师解读学习进度数据的影响：一项注册重复研究

ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT

IF1

2026-02-010

All Research Summaries Are Scientific, but Some Are More Scientific Than Others?-Indications for a Mediation of the Relationship Between Author and Text Scientificness Through Perceived Scientificness

所有研究摘要都是科学的，但有些比其他研究摘要更科学？-通过感知的科学性来调解作者与文本科学性之间关系的指示

COLLABRA-PSYCHOLOGY

IF3.2

2024-09-130

Belief updating when confronted with scientific evidence: Examining the role of trust in science

面对科学证据时的信念更新: 考察信任在科学中的作用

PUBLIC UNDERSTANDING OF SCIENCE

IF3.3

2023-11-087

OAAI

When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research

TEACHING AND TEACHER EDUCATION

IF3.9

2023-08-013

PRE

Indicators of trustworthiness in lay-friendly research summaries: Scientificness surpasses easiness

PUBLIC UNDERSTANDING OF SCIENCE

IF3.3

2023-06-054

OAAI

Asking students about their fit with the university: A response surface analysis of demands-abilities fit

ACTIVE LEARNING IN HIGHER EDUCATION

IF3.2

2022-10-112

PRE

Open science and public trust in science: Results from two studies

开放科学与公众对科学的信任: 两项研究的结果

PUBLIC UNDERSTANDING OF SCIENCE

IF3.3

2022-06-1419

OAAI

Teacher's Reasons for Trust and Distrust in Scientific Evidence: Reflecting a Smart But Evil Stereotype?

AERA OPEN

IF3.6

2021-07-096

OAAI

Will COVID-19-related economic worries superimpose health worries, reducing nonpharmaceutical intervention acceptance in Germany? A prospective pre-registered study

INTERNATIONAL JOURNAL OF PSYCHOLOGY

IF1.6

2021-03-1617

OAAI

Straight From the Scientist's Mouth-Plain Language Summaries Promote Laypeople's Comprehension and Knowledge Acquisition When Reading About Individual Research Findings in Psychology

直接从科学家的口中-简单的语言摘要在阅读有关心理学的个人研究发现时，可以促进外行人的理解和知识获取

COLLABRA-PSYCHOLOGY

IF3.2

2021-02-0530

Disentangling the process of epistemic change: The role of epistemic volition

british journal of educational technology

IF3.6

2020-07-297

OAAI

Reflections on the Registered Report Process for Smart but Evil? Student-Teachers' Perception of Educational Researchers' Epistemic Trustworthiness

AERA OPEN

IF3.6

2020-05-041

OAAI

Epistemic change and diverging information: How do prior epistemic beliefs affect the efficacy of short-term interventions?

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2020-05-0110

OAAI

Smart but Evil? Student-Teachers' Perception of Educational Researchers' Epistemic Trustworthiness

聪明但邪恶？学生-教师对教育研究者认知可信性的感知

AERA OPEN

IF3.6

2019-09-0321

OAAI

On the benefits of 'doing science': Does integrative writing about scientific controversies foster epistemic beliefs?

CONTEMPORARY EDUCATIONAL PSYCHOLOGY

IF3.8

2019-07-0126

OAAI

Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis (Reprinted from Learning and Individual Differences, vol 62, pg 49-61, 2018)

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2018-08-0110

PREAI

Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2018-02-0112

PREAI

Epistemic beliefs as predictors of epistemic emotions: Extending a theoretical model

british journal of educational technology

IF3.6

2017-09-218

PREAI

The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person-environment fit theory

HIGHER EDUCATION

IF4.6

2017-07-2733

PREAI

Need for cognitive closure may impede the effectiveness of epistemic belief instruction

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2016-07-0122

PREAI

Tom Rosman

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