Kris­tin Wen­zel


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Farnaz Keyvandarian
Tel.: +49 561 804-7740

Weitere Informationen
(außerdem Doktorandin im Fachgebiet Sozialpsychologie)

Akademischer Werdegang

2014 - 2016: Master of Science, Psychologie, Universität Kassel

2011 - 2014: Bachelor of Science, Psychologie, Universität Kassel


Berufliche Tätigkeiten

Seit 2021: Wissenschaftliche Mitarbeiterin, Allgemeine Psychologie, Insititut für Psychologie, Universität Kassel

2017 - 2020: Promotionsstipendiatin, Sozialpsychologie, Insitut für Psychologie, Universität Kassel

2016 - 2017: Lehrkraft für besondere Aufgaben, Insitut für Psychologie, Universität Kassel


Peer-reviewed articles

Wenzel, K., Schweppe, J., & Rummer, R. (2022). Are open-book tests still as effective as closed-book tests even after a delay of two weeks? Applied Cognitive Psychology, 1-9.

Mariss, A.*, Wenzel, K.*, Grünberg, C., & Reinhard, M.-A. (2022). Who wants to learn harder? The relationship between conservatism and liberalism, desirable difficulties, and academic learning. Social Psychology of Education. 

* shared first-authorship

Wenzel, K., & Reinhard, M.-A. (2021). Learning with a double-edged sword? Beneficial and detrimental effects of learning tests—taking a first look at linkages among tests, later learning outcomes, stress perceptions, and intelligence. Frontiers in Psychology12, 693585.

Wenzel, K. & Reinhard, M.-A. (2021). Does the end justify the means? Learning tests lead to more  negative evaluations and to more stress experiences. Learning and Motivation, 73, 101706.

Wenzel, K., & Reinhard, M.-A. (2020). Tests and academic cheating: do learning tasks influence cheating by way of negative evaluations?. Social Psychology of Education, 23, 721–753.

Wenzel, K., & Reinhard, M.-A. (2019). Relatively unintelligent individuals do not benefit from intentionally hindered learning: The role of desirable difficulties. Intelligence, 77, 101405.

Reinhard, M.-A., Weissgerber, S. C., & Wenzel, K.* (2019). Performance expectancies moderate the effectiveness of worked-examples and problem-solving over time. Frontiers in Psychology, 10, 1623.

*shared first-authorship

Reinhardt, N., Wenzel, K., & Reinhard, M.-A. (2019). Am I responsible for my learning success? A study about the correlation between locus of control and attitudes towards and self-reported use of desirable difficulties. Journal of Psychological and Educational Research, 27, 7–24.

Schindler, S., Wenzel, K., Dobiosch, S., & Reinhard, M.-A. (2019). The role of belief in a just world for (dis)honest behavior. Personality and Individual Differences, 142, 72–78.

Wenzel, K., Schindler, S., & Reinhard, M.-A. (2017). General belief in a just world is positively associated with dishonest behavior. Frontiers in Psychology, 8, 1770. 

Zimmermann, J., Böhnke, J. R., Eschstruth, R., Mathews, A., Wenzel, K., & Leising, D. (2015). The Latent Structure of Personality Functioning: Investigating Criterion A From the Alternative Model for Personality Disorders in DSM–5. Journal of Abnormal Psychology, 124, 532-548.