Dr. Linda Froese

seit 2026
Wissenschaftliche Mitarbeiterin am Institut für Pädagogische Psychologie, TU Braunschweig, im BMBF-geförderten Projekt POET

2020 - 2025
Wissenschaftliche Mitarbeiterin der Arbeitsgruppe Bildungspsychologie, Ruhr-Universität Bochum (u.a. Mitarbeit im BMBF-geförderten Projekt WILLEN)

2020
M.A. Erziehungswissenschaft (Universität zu Köln)

2017
B.A. Erziehungswissenschaft (Universität zu Köln)

Froese, L., & Roelle, J. (2024). How to support self-assessment through standards in dissimilar-solution-tasks. Learning and Instruction, 94, Article 101998. https://doi.org/10.1016/j.learninstruc.2024.101998

Froese, L., & Roelle, J. (2023). Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning, 18(3). https://doi.org/10.1007/s11409-023-09347-w

Teich, K., Froese, L., Loock, V., & Rummel, N. (2023). Self-regulated learning in online continuing education: Managing learning time is a key challenge. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1863–1864). International Society of the Learning Sciences. https://doi.org/10.22318/icls2023.702524

Loock, V. S., Fleischer, J., Scheunemann, A., Froese, L., Teich, K., & Wirth, J. (2022). Narrowing down dimensions of e-learning readiness in continuing vocational education - perspectives from the adult learner. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1033524

Roelle, J., Froese*, L., Krebs*, R., Obergassel*, N., & Waldeyer*, J. (2022). Sequence matters! Retrieval practice before generative learning is more effective than the reverse order. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101634

Froese, L., & Roelle, J. (2022). Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning, 17(2), 565–588. https://doi.org/10.1007/s11409-022-09293-z

*authors contributed equally to the publication

Froese, L., Obergassel, N., & Roelle, J. (2025). Rubrics foster self-assessment accuracy and regulation in journal writing. In J. Waldeyer (Chair), The better the self-assessment accuracy, the better the regulation and performance? Not that simple! [Symposium]. 21^st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Graz, Austria.

Froese, L., Roelle, J. (2023, August 22–26). How to enhance learners’ accuracy in evaluating self-generated examples? In R. Krebs & L. Froese (Chairs), How to Optimize Metacognitive Monitoring and Judgment Accuracy [Symposium]. 20^th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.

Froese, L., Loock, V., Teich, K., Czach, L., Draht , S., Maier, M., Gensterblum, Y., Wannöffel, B., Roelle, J. (2022, August 22–24). Quizzing Boosts Learning Gains and Efficiency in Six Sigma Continuing Education [Paper presentation]. Conference of the EARLI Special Interest Groups 6+7 (EARLI SIG 6+7), Zollikofen, Switzerland.

Froese, L., & Roelle, J. (2022, July 18–22). Do standards enhance learners’ accuracy in judging self-generated examples? [Paper presentation]. Conference of the Junior Researchers of EARLI (JURE), Porto, Portugal.

Froese, L., & Roelle, J. (2021, August 18-20). How to improve learners' accuracy in judging self-generated examples [Paper presentation]. Virtual Conference of the Junior Researchers of EARLI (JURE), Online, Belgium.

Froese, L., Krebs, R., Moning, J., Obergassel, N., Waldeyer, J., & Roelle, J. (2021, August 23–27). Retrieval practice before generative learning exceeds generative learning before retrieval practice. In J. Roelle (Chair), How to integrate retrieval practice into existing educational activities [Symposium]. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Online, Belgium.