拉斯维加斯赌城

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  1. University
  2. Faculties
  3. Faculty of Philosophy and Social Sciences
  4. Disciplines & work groups
  5. Psychology with a special emphasis on Educational Psychology
  6. Team
  7. Julia Hornstein

Julia Hornstein

Wissenschaftliche Mitarbeiterin
Educational psychology
Phone: +49 821 598-2770
Email:
Room: 4006 (D)
Open hours: During lecture-free period: February 24th 11 a.m. - 12 p.m.; April 1st 11 a.m. - 12 p.m. after prior arrangement by email
Address: Universit?tsstra?e 10, 86159 Augsburg

Curriculum

2024

  • Outstanding Short Paper Award at the International Conference on Computer-Supported Collaborative Learning (CSCL)
  • Invited JURE Symposium at the EARLI SIG 1 (Assessment and Evaluation) Conference in Barcelona, Spain

2022

  • since October 2022:?research assistant and doctoral student within the project "Tutor and Peer Based Feedback Systems for Large Lectures", subproject 3?of the interdisciplinary project "Facilitating Competence Development through Authentic, Digital and Feedback-Based Teaching-Learning Scenarios" (KoDiLL) ?at the Chair of Psychology with a special focus on educational psychology under the supervision of Prof. Dr. Ingo Kollar
  • May?– September: Student assistant at the Chair of Psychology with special focus on Educational Psychology at the University of Augsburg

2021-2022

  • Student assistant at the junior professorship empirical educational research

2020-2022

  • Master's degree in Interdisciplinary Research on Teaching and Learning at the University of Augsburg

2017-2020

  • Bachelor's degree in Educational Science with minors in Psychology and Philosophy at the University of Augsburg

Publications

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Journal Articles

2025

2025
Greisel, Martin, Hornstein, Julia, & Kollar, Ingo (2025). Do students' beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?. Studies in Educational Evaluation, 84, 101438. https://doi.org/10.1016/j.stueduc.2024.101438
PDF | BibTeX | RIS | DOI

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Conference Papers

2024 | 2023 | 2022

2024
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). How to scaffold the peer-feedback process: a meta-analysis. JURE Symposium, EARLY SIG 1 (Assessment and Evaluation) Conference, Universitat Oberta de Catalunya, Barcelona, Spain, 26-28 June 2024Leuven: EARLI.
BibTeX | RIS
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). Scaffolding the peer-feedback process: a meta-analysis. R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024(pp. 2231-2232). Bloomington, IN: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2024.833519
PDF | BibTeX | RIS | DOI
Hornstein, Julia, Greisel, Martin, & Kollar, Ingo (2024). Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024(pp. 213-216). Bloomington, IN: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2024.961446
PDF | BibTeX | RIS | DOI
Greisel, Martin, Hornstein, Julia, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2024). Who wants to hear bad news? How the epistemic perspective determines the perception of peer feedback. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024(pp. 221-224). Bloomington, IN: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2024.470012
PDF | BibTeX | RIS | DOI
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). Wie kann Peer Feedback instruktional unterstützt werden? Ergebnisse einer Meta-Analyse. 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 18.-20. M?rz 2024, PotsdamFrankfurt am Main: GEBF - Gesellschaft für Empirische Bildungsforschung.
BibTeX | RIS

2023
Greisel, Martin, Hornstein, Julia, & Kollar, Ingo (2023). "Wer will schon Kritik h?ren?": wie die epistemische Perspektive über die Wahrnehmung von Peer Feedback entscheidet. Fachtagung P?dagogische Psychologie, 18.–20. September 2023, Kiel (PAEPS)Berlin: Fachgruppe P?dagogische Psychologie.
BibTeX | RIS
Greisel, Martin, Hornstein, Julia, & Kollar, Ingo (2023). Angemessenheit von Peer-Feedback: welche Rolle spielen individuelle Merkmale der Lernenden?. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 27.02.-02.03.2023, Universit?t Duisburg-Essen, EssenFrankfurt am Main: GEBF - Gesellschaft für Empirische Bildungsforschung.
BibTeX | RIS
Hornstein, Julia, Greisel, Martin, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2023). F?rderung evidenzorientierten Denkens von Lehramtsstudierenden durch Peer Feedback: Effekte von Feedbackgabe- und Feedbackintegrationsprompts. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 27.02.-02.03.2023, Universit?t Duisburg-Essen, EssenFrankfurt am Main: GEBF - Gesellschaft für Empirische Bildungsforschung.
BibTeX | RIS
Hornstein, Julia, Greisel, Martin, Ott, Johanna, & Kollar, Ingo (2023). Peer Feedback zur Unterstützung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Feedbackgabe- und Feedbackintegrationsprompts. Fachtagung P?dagogische Psychologie, 18.–20. September 2023, Kiel (PAEPS)Berlin: Fachgruppe P?dagogische Psychologie.
BibTeX | RIS
Hornstein, Julia, Greisel, Martin, Ott, Johanna, Weidenbacher, Anna, & Kollar, Ingo (2023). Promoting evidence-informed reasoning in student teachers through peer feedback. 20th Biennial European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece, 22-26 August 2023Leuven: EARLI.
BibTeX | RIS

2022
Greisel, Martin, Hornstein, Julia, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2022). Peer-Feedback: welchen Einfluss haben eine Strukturierung der Feedbackgabe nach feed-up, feed-back und feed-forward auf die Feedbackqualit?t und Vergleichsprompts auf die Integration mehrerer Feedbacks?. Forschungskolloquium WS 2022/23, Universit?t AugsburgAugsburg: Universit?t Augsburg.
BibTeX | RIS

Courses

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