Kris­tin Wen­zel

Sprech­stun­de

Besprechungen können - nach E-Mail-Anfrage - über Zoom stattfinden.

Se­kre­ta­ri­at

Farnaz Keyvandarian
Tel.: +49 561 804-7740
Mail: Keyvandarian@uni-kassel.de

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. https://doi.org/10.1002/acp.3943

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. https://doi.org/10.1007/s11218-021-09681-4 

* 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. https://doi.org/10.3389/fpsyg.2021.693585

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. https://doi.org/10.1016/j.lmot.2020.101706

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. https://doi.org/10.1007/s11218-020-09556-0

Wenzel, K., & Reinhard, M.-A. (2019). Relatively unintelligent individuals do not benefit from intentionally hindered learning: The role of desirable difficulties. Intelligence, 77, 101405. https://doi.org/10.1016/j.intell.2019.101405

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.https://doi.org/10.3389/fpsyg.2019.01623

*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. https://doi.org/10.1016/j.paid.2019.01.037

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. https://doi.org/10.3389/fpsyg.2017.01770 

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. https://doi.org/10.1037/abn0000059