Cornelia Schoor

// CURRENT POSITIONS
 

• Post-Doc in the project 'Data Literacy' at Leibniz Institute for Educational Trajectories
• Faculty Member of the Bamberg Graduate School of Social Sciences

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// SUPERVISION

PD Dr Cornelia Schoor is particularly interested in supervising doctoral students in the areas of multiple document comprehension, digital and data literacy, and beliefs about science.

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// RESEARCH

Her research focuses on teaching and learning with digital media, multiple text comprehension, beliefs about science, motivation, collaborative learning and socially regulated learning.

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// SELECTED PUBLICATIONS

Schoor, C., Rouet, J.-F., & Britt, M.A. (2024). Reading for University or for myself? Effects of context and beliefs about science on college students' document selection. Journal of Educational Psychology, 116(3), 317-345. https://doi.org/10.1037/edu0000849

Schoor, C. (2024). University students’ beliefs about science and their relationship with knowledge about science. European Journal of Psychology of Education, 39, 1093-1117. https://doi.org/10.1007/s10212-023-00724-2 (Open Access)

Schoor, C., Rouet, J.-F., & Britt, M. A. (2023). Effects of context and discrepancy when reading multiple documents. Reading and Writing, 36, 1111-1143. https://doi.org/10.1007/s11145-022-10321-2

Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, 102018. doi.org/10.1016/j.lindif.2021.102018

Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kr?hne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verst?ndnisses multipler Dokumente von Studierenden. Diagnostica, 66, 123-135.

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PD Dr Schoor's website at the Department of Educational Research and at the Leibniz Institute for Educational Trajectories (LIfBi)