| Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts C Schoor, S Narciss, H Körndle Educational Psychologist 50 (2), 97-119, 2015 | 170 | 2015 |
| Exploring regulatory processes during a computer-supported collaborative learning task using process mining C Schoor, M Bannert Computers in Human Behavior 28 (4), 1321-1331, 2012 | 155 | 2012 |
| Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition C Schoor, M Bannert Learning and Instruction 21 (4), 560-573, 2011 | 101 | 2011 |
| Role of dual task design when measuring cognitive load during multimedia learning C Schoor, M Bannert, R Brünken Educational Technology Research and Development 60, 753-768, 2012 | 50 | 2012 |
| Validating process variables of sourcing in an assessment of multiple document comprehension C Hahnel, U Kroehne, F Goldhammer, C Schoor, N Mahlow, C Artelt British Journal of Educational Psychology 89 (3), 524-537, 2019 | 36 | 2019 |
| Utility of reading—Predictor of reading achievement? C Schoor Learning and Individual Differences 45, 151-158, 2016 | 29 | 2016 |
| More than (single) text comprehension?–On university students’ understanding of multiple documents N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor Frontiers in Psychology 11, 562450, 2020 | 24 | 2020 |
| The role of cognitive load in university students' comprehension of multiple documents C Hahnel, C Schoor, U Kroehne, F Goldhammer, N Mahlow, C Artelt Zeitschrift für pädagogische Psychologie, 2019 | 20 | 2019 |
| Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden C Schoor, C Hahnel, C Artelt, D Reimann, U Kröhne, F Goldhammer Diagnostica, 2020 | 16 | 2020 |
| Multiple document comprehension of university students: Test development and relations to person and process characteristics C Schoor, C Hahnel, N Mahlow, J Klagges, U Kroehne, F Goldhammer, ... Student learning in German higher education: Innovative measurement …, 2020 | 15 | 2020 |
| Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome C Schoor, JF Rouet, C Artelt, N Mahlow, C Hahnel, U Kroehne, ... Learning and Individual Differences 88, 102018, 2021 | 14 | 2021 |
| Effects of feeding back the motivation of a collaboratively learning group C Schoor, S Kownatzki, S Narciss, H Körndle Otto-Friedrich-Universität, 2014 | 11 | 2014 |
| Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen C Schoor Logos Verlag, 2010 | 10 | 2010 |
| The effect of the wording of multiple documents on learning C Schoor, N Melzner, C Artelt Zeitschrift für Pädagogische Psychologie, 2019 | 9 | 2019 |
| Checklist for a didactically sound design of elearning content C Schoor, H Körndle ELearning Papers, Elearningeuropa. info, ISSN: 1887-1542, 2012 | 8 | 2012 |
| Instructed highlighting of text passages–Indicator of reading or strategic performance? N Heyne, C Artelt, T Gnambs, K Gehrer, C Schoor Lingua 236, 102803, 2020 | 7 | 2020 |
| Effects of context and discrepancy when reading multiple documents C Schoor, JF Rouet, MA Britt Reading and Writing 36 (5), 1111-1143, 2023 | 6 | 2023 |
| Science-utility and science-trust associations and how they relate to knowledge about how science works C Schoor, A Schütz Plos one 16 (12), e0260586, 2021 | 6 | 2021 |
| Methodological constraints for detecting the modality effect C Schoor, M Bannert, V Jahn Universidad de Almería, 2011 | 6 | 2011 |
| The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor Learning and Individual Differences 94, 102116, 2022 | 5 | 2022 |
