2017

Baadte, C., & Kurenbach, F. (2017). The effects of self-focusing and expectancy-incongruent feedback on task performance in secondary school students. European Journal of Psychology of Education, 32, 113-131. doi:10.1007/s10212-016-0312-y.

Christophel, E., Baadte, C., Heyne, N., & Schnotz, W. (2017). Diagnostische und didaktische Kompetenz von Lehrkräften zur Förderung der Text-Bild-Integrationsfähigkeit bei Schülerinnen und Schülern der Sekundarstufe I (DIKOL). In C. Gräsel & K. Trempler (Hrsg.), Entwicklung von Professionalität des pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven (S. 263-281). Springer Online. doi:10.1007/978-3-658-07274-2.

Imhof, M. (2017). Listening across cultural diversity. In M. Stoltz, K. P. Sodowsky, & C. M. Cates (Eds.), Listening Across Lives (pp. 63-82). Dubuque: Kendall Hunt.

Imhof, M. (2017). Listening Fidelity (LF). In D. Worthington & G. Bodie (Eds.), The Sourcebook of Listening Research: Methodologies and Measures (pp. 379-386). New York: Wiley.

Imhof, M. (2017). Listening Span Tests. In D. Worthington & G. Bodie (Eds.), The Sourcebook of Listening Research: Methodologies and Measures (pp. 394-401). New York: Wiley.

Imhof, M. (2017). Self-Perceived Listening Competence Scale (SPLCS). In D. Worthington & G. Bodie (Eds.), The Sourcebook of Listening Research: Methodologies and Measures (pp. 560-565). New York: Wiley.

Imhof, M. (2017). The HURIER Profile. In D. Worthington & G. Bodie (Eds.), The Sourcebook of Listening Research: Methodologies and Measures (pp. 306-312). New York: Wiley.

Imhof, M. & Karavaya, A. (2017). Schule und Gesundheit: Anleitung zum Praxistransfer. Lehren & Lernen, 43 (8/9), 30-33.

Janusik, L. A. & Imhof, M. (2017). Listening concepts across cultures. International Journal of Listening, 31, 80-97. doi:10.1080/10904018.2016.1151620

Meinhardt-Injac, B., Boutet, I., Persike, M., Meinhardt, G., & Imhof, M. (2017). From development to aging: holistic face perception in children,  younger and older adults. Cognition, 158, 134-146.

Meyer, O. & Imhof, M. (2017). Pluriliterales Lernen. Vertiefte Lernprozesse anbahnen und gestalten. Lernende Schule, 20 (80), 20-24.

Schlag, M. & Imhof, M. (2017). Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-Regulated Learning for Pre-Service Teacher Students? International Journal of Higher Education, 6, 154-168. doi:10.5430/ijhe.v6n3p154