@article{TibkenRichterLindenetal.2022,
  author    = {Tibken, Catharina and Richter, Tobias and Linden, Nicole von der and Schmiedeler, Sandra and Schneider, Wolfgang},
  title     = {The role of metacognitive competences in the development of school achievement among gifted adolescents},
  series = {Child Development},
  volume    = {93},
  journal   = {Child Development},
  number    = {1},
  doi       = {10.1111/cdev.13640},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-258376},
  pages     = {117-133},
  year      = {2022},
  abstract  = {Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.},
  language  = {en}
}
@article{FeistauerRichter2018,
  author    = {Feistauer, Daniela and Richter, Tobias},
  title     = {Validity of students' evaluations of teaching: Biasing effects of likability and prior subject interest},
  series = {Studies in Educational Evaluation},
  volume    = {59},
  journal   = {Studies in Educational Evaluation},
  doi       = {10.1016/j.stueduc.2018.07.009},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-228005},
  pages     = {168-178},
  year      = {2018},
  abstract  = {This study examined the validity of students' evaluations of teaching as an instrument for measuring teaching quality by examining the effects of likability and prior subject interest as potential biasing effects, measured at the beginning of the course and at the time of evaluation. University students (N = 260) evaluated psychology courses in one semester at a German university with a standardized questionnaire, yielding 517 data points. Cross-classified multilevel analyses revealed fixed effects of likability at both times of measurement and fixed effects of prior subject interest measured at the beginning of the course. Likability seems to exert a substantial bias on student evaluations of teaching, albeit one that is overestimated when measured at the time of evaluation. In contrast, prior subject interest seems to introduce a weak bias. Considering that likability bears no conceptual relationship to teaching quality, these findings point to a compromised validity of students' evaluations of teaching.},
  language  = {en}
}