Dr. Tino Endres
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Lehre:
B.Sc. Psychologie
Seminar: Pädagogische Grundlagen für die Psychotherapie – 2023
Experimentalpraktikum – projektorientiertes Seminar zum wissenschaftlichen Arbeiten (Expra) –2019, 2020, 2021, 2022
Vorlesung: Grundlagen der Diagnostik – 2019, 2020,2021
Betreuung von Bachelorarbeiten (2015 – 2023)
Seminar: Entwicklungspsychologie – 2014, 2015, 2016, 2017
Seminar: Pädagogische Psychologie – 2014, 2015, 2016, 2017
M.Sc. Psychologie
Seminar: Adaptives Lernen – Nutzung digitaler Systeme für individualisiertes Lernen – 2021
Seminar: DIY Fragebogen – Konstruktion und Evaluation von Fragebogenskalen –2021, 2022, 2023
Einführung Empirische Forschung – 2019, 2020, 2021, 2022
Vorlesung: Mess- und Assessmentmethoden – 2019, 2020, 2021
Seminar: Strategietraining – Konstruktion von kognitiven Strategietrainings – 2018, 2019
Seminar: Langfristig lernen – Lernen durch abrufbasiertes Lernen, spaced practice und Feedback – 2018, 2019
Betreuung von Masterarbeiten (2015 – 2023)
Mögliche Abschlussarbeiten
Forschungsinteressen:
§ Lernen durch Gedächtnisabruf - Retrieval Practice/Testing Effect
- Gedächtnisabruf in Verbindung mit anderen lernförderlichen Prozessen
- Adaptives Nutzen von Gedächtnisabruf
- Mechanismen des Testing Effekt
§ Emotionales Design
§ Selbstreguliertes Lernen
§ Lernen durch Fragengenerieren
§ Veränderungen von Mindsets
Publikationen
Endres, T., & Eitel A. (2023). Motivation Brought to the Test: Successful Retrieval Practice is modulated by Mastery Goal Orientation and External Rewards. Applied Cognitive Psychology, accepted for publication.
Roelle, J., Endres, T., Abel, R., Obergassel, N., Nückles, M., & Renkl, A. (2023). Happy together? On the relationship between research on retrieval practice and generative learning using the case of follow-up learning tasks. Educational Psychology Review 35, 102 (2023). https://doi.org/10.1007/s10648-023-09810-9.
Endres, T., Kubik V., Koslowski, K., Hahne, F., & Renkl, A. (2023) Immediate benefits of retrieval tasks: On the role of self-regulated relearning, metacognition, and motivation. ZEPP, German Journal of Developmental and Educational Psychology, accepted for publication. https://doi.org/10.1026/0049-8637/a000280
Endres, T., Lovell, O., Morkunas, D., Rieß, W., & Renkl, A. (2023). Can prior knowledge increase task complexity? - Cases in which higher prior knowledge leads to higher intrinsic cognitive load. The British Journal of Educational Psychology, 93 Suppl 2, 305–317. https://doi.org/10.1111/bjep.12563
Endres, T. (2023). Adaptive blended learning to foster self-regulated learning – A principle-based explanation of a self-regulated learning training. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 378-394). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/itow
Udvardi-Lakos, N., Endres, T., Glogger-Frey, I., & Renkl, A. (2023). Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1067347
Eitel, A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Applied Cognitive Psychology, 36(5), 996–1008. https://doi.org/10.1002/acp.3984
Endres, T., & Renkl, A. (2022). Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt. Unterrichtswissenschaft, 50(1), 75–98. https://doi.org/10.1007/s42010-021-00140-9
Richter, T., Berger, R., Eitel, A., Endres, T., Ferri, B. R., Ebersbach, M., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., von Aufschnaiter, C., & Vorholzer, A. (2022). How to promote lasting learning in schools. ZEPP, German Journal of Developmental and Educational Psychology, 54(4), 135–141. https://doi.org/10.1026/0049-8637/a000258
Roelle, J., Schweppe J., Endres, T., Lachner, A., von Aufschnaiter, C., Renkl, A., Eitel. A., Leutner D., Rummer R., Scheiter, K., & Vorholzer, A. (2022) Combining retrieval practice and generative learning in educational contexts: Promises and challenges. ZEPP, German Journal of Developmental and Educational Psychology, 54(4), 142–150. https://doi.org/10.1026/0049-8637/a000261
Roelle, J., Endres, T., & Renkl, A. (2022). Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden? Unterrichtswissenschaft, 50(1), 1–15. https://doi.org/10.1007/s42010-021-00139-2
Endres, T., Leber, J., Böttger, C. Rovers, S., & Renkl, A. (2021). Improving life-long learning by fostering students' learning strategies at university. Psychology Learning and Teaching, 20(1), 144–160. https://doi.org/10.1177/1475725720952025
Carpenter S., Endres, T., & Hui, L. (2020). Students’ use of retrieval in self-regulated learning: Implications for monitoring and regulating effortful learning experiences. Educational Psychology Review, 32, 1029–1054. https://doi.org/10.1007/s10648-020-09562-w
de Bruin, A. B. H., Roelle, J., Carpenter, S. K., Baars, M., & EFG-MRE incl. Endres, T. (2020). Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda. Educational Psychology Review, 32(4), 903–915. https://doi.org/10.1007/s10648-020-09576-4
Eitel, A., Endres, T., & Renkl, A. (2020). Self-management as a bridge between cognitive load and self-regulated learning: The iIllustrative case of seductive details. Educational Psychology Review, 32, 1073–1087. https://doi.org/10.1007/s10648-020-09559-5
Endres, T., Kranzdorf, L., Schneider, V., & Renkl, A. (2020). It matters how to recall – Task differences in retrieval practice. Instructional Science, 48, 699–728. https://doi.org/10.1007/s11251-020-09526-1
Endres, T., Weyreter S., Renkl, A., & Eitel A. (2020). When and why does emotional design foster learning? Evidence for situational interest as a mediator of sustained learning. Journal of Computer Assisted Learning, 36(4), 514–525. https://doi.org/10.1111/jcal.12418
Endres, T., Carpenter, S., Martin, A., & Renkl, A. (2017). Enhancing learning by retrieval: Enriching free recall with elaborative prompting. Learning and Instruction, 49, 13–20. http://doi.org/10.1016/j.learninstruc.2016.11.010
Endres, T., & Renkl, A. (2015). Mechanisms behind the testing effect - An empirical investigation of retrieval practice in meaningful learning. Frontiers in Psychology, 6. http://dx.doi.org/10.3389/fpsyg.2015.01054
Preise
Instructional Development Award (IDA) - Universität Freiburg – BMBF
Short List for the best paper presentation at the EARLI SIG 6 & 7 Conference - Dijon
Best Paper Award - JURE 2017 - Tampere
Graduate Travel Award - Psychonomics 2019 - Montréal
Sontige wissenschaftliche Aufgaben
Editorial Assistent bei Unterrichtswissenschaft
Reviewer Tätigkeiten: Learning & Instruction, Journal of Educational Psychology , Instructional Sience, Memory & Cognition, Applied Cognitive Psychology, Computer & Education, Journal of Computer Assisted Learning, Discourse Processes, Anatomical Sciences Education, Empirical Research in Vocational Education and Training, Psychologie Learning and Teaching,
Mitglied der EARLI Emerging Field Group (EFG) Unifying Cognitive Load and Self-Regulated Learning Research: Monitoring and Regulation of Effort
Mitglied der Forschungsgruppe Lasting Learning
Aufgaben in der Selbstverwaltung
Vorstand im Promovierendenkonvent der Wirtschafts- & Verhaltenswirtschaftlichen Fakultät bis 2020
Lernstrategietraining ELIS
zum Tool: link
Lehrentwicklung: link
Hochschuldidaktik: link