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Biography

Laura Dörrenbächer-Ulrich is a post-doc at Saarland University, Saarbrücken, Germany since 2017. She works at the Department of Educational Sciences within Franszika Perels' research group. Her main research interest is the investigation of self-regulated learning within different age groups (preschool, primary and secondary school, college): its development, individual differences, how to foster the competence properly and how to measure it in a reliable and valid way. Her current research interest focuses on the relationship of self-regulated learning and executive functions as well as on the relevance of self-regulated learning for academic transition phases.

Activities

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Employment (1)

Saarland University: Saarbrücken, Saarland, DE

2017-02 to present | Post Doc (Educational Sciences)
Employment
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Education and qualifications (3)

Saarland University: Saarbrücken, Saarland, DE

2013-09 to 2017-01 | Dr. (Educational Sciences)
Qualification
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Saarland University: Saarbrücken, Saarland, DE

2011-09 to 2013-09 | Master of Science (Psychology)
Education
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Saarland University: Saarbrücken, Saarland, DE

2008-09 to 2011-07 | Bachelor of Science (Psychology)
Education
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Professional activities (2)

Gesellschaf für Empirische Bildungsforschung: Frankfurt am Main, DE

Membership
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Deutsche Gesellschaft für Psychologie: Berlin, DE

Membership
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Funding (7)

Lernen lernen asynchron: ein Baukastensystem für Dozierende und Studierende zum Lehren und Lernen in asynchronen digitalen Lernumgebungen

2024-01 to 2024-12 | Grant
Saarland University (Saarbrücken, DE)
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Lernen lernen asynchron: ein Baukastensystem für Dozierende und Studierende zum Lehren und Lernen in asynchronen digitalen Lernumgebungen

2022-07 to 2023-12 | Grant
Saarland University (Saarbrücken, DE)
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Analyse des konzeptionellen Zusammenhangs von exekutiven Funktionen und selbstreguliertem Lernen im (Vor)-Schulalter

2022-02 to 2024-08 | Grant
Deutsche Forschungsgemeinschaft (Bonn, DE)
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Lernen lernen 2.0, Entwicklung eines digitalen Lernspiels zur Förderung selbstregulierten Lernens

2022-01 to 2022-12 | Grant
Saarland University (Saarbrücken, DE)
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Durchführung eines Lern- und Arbeitsverhaltenstraining für Erstsemesterstudierende

2021-09 to 2022-03 | Grant
Saarland University (Saarbrücken, DE)
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Analyse und Entwicklungsverläufe selbstregulativer Lernprozesse in akademischen Übergangsphasen

2019-07 to 2025-08 | Grant
Deutsche Forschungsgemeinschaft (Bonn, DE)
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Entwicklung selbstregulationsförderlicher Lernmaterialien zur digitalen, individualisierten Lernunterstützung im Grammatikunterricht der Sekundarstufe I

2019-04 to 2020-06 | Grant
Saarland University (Saarbrücken, DE)
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Works (20)

Differential development and trainability of self-regulatory abilities among preschoolers

Acta Psychologica
2023 | Journal article
DOI: 10.1016/j.actpsy.2022.103802
EID:

2-s2.0-85145600338

Part of ISSN: 18736297 00016918
Contributors: Grüneisen, L.; Dörrenbächer-Ulrich, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis

Review of Educational Research
2023 | Journal article
DOI: 10.3102/00346543231167795
EID:

2-s2.0-85159057120

Part of ISSN: 19351046 00346543
Contributors: Barz, N.; Benick, M.; Dörrenbächer-Ulrich, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Metacognitive Judgment Skills and the Metacognitive Component of Self-Regulated Learning

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
2023-05 | Journal article
DOI: 10.1026/0049-8637/a000274
Part of ISSN: 0049-8637
Contributors: Laura Dörrenbächer-Ulrich; Franziska Perels
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Crossref Metadata Search

Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role?

Current Psychology
2022 | Journal article
DOI: 10.1007/s12144-022-03488-y
EID:

2-s2.0-85134505589

Part of ISSN: 19364733 10461310
Contributors: Weißenfels, M.; Hoffmann, D.; Dörrenbächer-Ulrich, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Pre-service Teachers' Player Types and Their Relation to Self-efficacy With Digital Media

Proceedings of the European Conference on Games-based Learning
2022 | Conference paper
EID:

2-s2.0-85141134067

Part of ISSN: 20490992
Contributors: Barz, N.; Arndt, P.; Dörrenbächer-Ulrich, L.; Benick, M.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Selbstreguliertes Lernen

Empirische Bildungsforschung
2022-10 | Other
DOI: 10.1007/978-3-658-27277-7_39
Contributors: Franziska Perels; Manuela Benick; Laura Dörrenbächer-Ulrich
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Crossref Metadata Search

Fostering Self-Regulated Learning in Primary School Students: Can Additional Teacher Training Enhance the Effectiveness of an Intervention?

Psychology Learning and Teaching
2021 | Journal article
DOI: 10.1177/14757257211013638
EID:

2-s2.0-85117286189

Part of ISSN: 14757257
Contributors: Benick, M.; Dörrenbächer-Ulrich, L.; Weißenfels, M.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Multimethod assessment of self-regulated learning in college students: different methods for different components?

Instructional Science
2021 | Journal article
DOI: 10.1007/s11251-020-09533-2
EID:

2-s2.0-85099396906

Part of ISSN: 15731952 00204277
Contributors: Dörrenbächer-Ulrich, L.; Weißenfels, M.; Russer, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Profiles of teachers’ concerns about heterogeneity in classrooms

Educational Research and Evaluation
2020 | Journal article
DOI: 10.1080/13803611.2021.1977153
EID:

2-s2.0-85119169115

Part of ISSN: 17444187 13803611
Contributors: Dörrenbächer-Ulrich, L.; Stark, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Selbstregulation und selbstreguliertes Lernen

Pädagogische Psychologie
2020-09 | Other
DOI: 10.1007/978-3-662-61403-7_3
Contributors: Franziska Perels; Laura Dörrenbächer-Ulrich; Meike Landmann; Barbara Otto; Kathleen Schnick-Vollmer; Bernhard Schmitz
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Crossref Metadata Search

Career Choice Motivation of Student Teachers and Components of Professional Teaching Competence: A Person-Centered Approach,Studienwahlmotivation von Lehramtsstudierenden und Aspekte ihrer professionellen Kompetenz: Eine profilanalytische Untersuchung

Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
2019 | Journal article
DOI: 10.1026/0049-8637/a000208
EID:

2-s2.0-85075759713

Part of ISSN: 21906262 00498637
Contributors: Dörrenbächer-Ulrich, L.; Biermann, A.; Brünken, R.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Highly motivated, active, and competent: A person-centered investigation into career choice motivation of pre-service teachers, the use of opportunities to learn and teaching skills in field experiences,Hoch motiviert, engagiert und kompetent: Eine profilanalytische Untersuchung zur Studienund Berufswahlmotivation von Lehramtsstudierenden: Nutzung von Lerngelegenheiten und Kompetenzen im Praktikum

Zeitschrift fur Padagogische Psychologie
2019 | Journal article
DOI: 10.1024/1010-0652/a000242
EID:

2-s2.0-85075724831

Part of ISSN: 10100652
Contributors: Biermann, A.; Dörrenbächer-Ulrich, L.; Grassmé, I.; Perels, F.; Gläser-Zikuda, M.; Brünken, R.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Evaluation einer Lernwerkstatt zum selbstregulierten Lernen für angehende Lehrkräfte – Förderung von Kompetenzen zur Gestaltung individualisierten Lernens

Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption
2019-11-18 | Journal article
DOI: 10.4119/HLZ-2454
Contributors: Laura Dörrenbächer-Ulrich; Sarah Rascopp; Franziska Perels
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

Measuring self-regulation in preschoolers: Validation of two observational instruments

Self-Regulated Learners: Strategies, Performance, and Individual Differences
2018 | Book chapter
EID:

2-s2.0-85058763244
Contributors: Dörrenbächer, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Process evaluation of differential effects within an intervention to improve self-regulated learning towards the end of primary school,Prozessuale Evaluation differentieller Effekte eines Selbstregulationstrainings gegen Ende der Grundschulzeit

Unterrichtswissenschaft
2018 | Journal article
DOI: 10.1007/s42010-018-0031-y
EID:

2-s2.0-85056085222

Part of ISSN: 03404099
Contributors: Benick, M.; Dörrenbächer-Ulrich, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Re-Experiencing Chemistry with Augmented Reality: New Possibilities for Individual Support

World Journal of Chemical Education
2018-10 | Journal article
DOI: 10.12691/wjce-6-5-2
Part of ISSN: 2375-1665
Contributors: Johannes Huwer; Luisa Lauer; Johann Seibert; Christoph Thyssen; Laura Dörrenbächer-Ulrich; Franziska Perels
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Crossref Metadata Search

Selbstregulationstraining für Studierende: Sind quantifizierte qualitative Lerntagebuchdaten zur Wirksamkeitsüberprüfung geeignet?

ZeHf – Zeitschrift für empirische Hochschulforschung
2018-06-22 | Journal article
DOI: 10.3224/zehf.v2i1.03
Part of ISSN: 2367-3044
Part of ISSN: 2367-3052
Contributors: Laura Dörrenbächer; Lea Russer; Franziska Perels
Source: Self-asserted source
Laura Dörrenbächer-Ulrich

More is more? Evaluation of interventions to foster self-regulated learning in college

International Journal of Educational Research
2016 | Journal article
DOI: 10.1016/j.ijer.2016.05.010
EID:

2-s2.0-84975497869

Part of ISSN: 08830355
Contributors: Dörrenbächer, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning

Learning and Individual Differences
2016 | Journal article
DOI: 10.1016/j.lindif.2016.09.015
EID:

2-s2.0-84991666609

Part of ISSN: 18733425 10416080
Contributors: Dörrenbächer, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated learning

Frontline Learning Research
2015 | Journal article
DOI: 10.14786/flr.v3i4.179
EID:

2-s2.0-84991688298

Part of ISSN: 22953159
Contributors: Dörrenbächer, L.; Perels, F.
Source: Self-asserted source
Laura Dörrenbächer-Ulrich via Scopus - Elsevier

Peer review (5 reviews for 3 publications/grants)

Review activity for British journal of educational psychology. (1)
Review activity for Current psychology : (3)
Review activity for Educational psychology review. (1)
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