CURRICULUM VITAE

Ausbildung

  • 04/1997 - Diplom in Psychologie (Universität Münster)
  • 06/2001 - Promotion in Psychologie (Dr. phil., Universität Münster)
  • 12/2005 - Habilitation (Venia legendi Psychologie, Universität Münster)

Werdegang

Aktuelle Projekte / Aktivitäten

FORSCHUNGS- UND ARBEITSSCHWERPUNKTE

  • Auffassungen über Lehren und Lernen / Hochschuldidaktik
  • Koopertives computergestütztes Lernen / Lernen durch Schreiben
  • Wissenskommunikation und -interaktion im Netz
  • Kommunikation und Beratung in Lehr-Lern-Settings

PUBLIKATIONEN


Publikationen der letzten drei Jahre:

Zeitschriftenartikel / Conference proceedings (peer reviewed)

Jucks R. & Päuler-Kuppinger, L. ( accepted). Teachers' and parents' perspectives on teaching: Not a topic of but a motive for communication. Journal of Educational Research Online.

Riehemann, J. & Jucks R. (2017). How much ist Teaching and Learning in Higher Education Digitized? Insights from Teacher Education. International Journal of Higher Education, 6, 129-137. doi: 10.5430/ijhe.v6n3p129

Mayweg-Paus, E., Jucks*, R. (2017). Conflicting evidence or conflicting opinions? Two-sided discussions contribute to expersts' trustworthiness. Journal of Language and Social Psychology. doi: 10.1177/0261927X17716102
*shared first authorship

Jucks, R. &  Hillbrink, A. (2017). Perspective on Research and Teaching in Psychology: Enrichment or Burden. Psychology Learning and Teaching.
doi: 10.1177/1475725717705205

Jucks, R. & Thon, F.M. (2017). Better to have many opinions than one from an expert? Social validation by one trustworthy source versus the masses in online health forums. Computers in Human Behavior, 70, 375-381. doi: 10.1016/j.chb.2017.01.019

Hellmann, J. H.,  Jucks, R. (2017). The crowd in mind and crowded minds: An experimental investigation of crowding effects on students' views regarding tuition fees in Germany. Higher Education, 131 - 145. doi: 10.1007/s10734-016-0033

Päuler-Kuppinger, L. & Jucks, R. (2017). Perspectives on Teaching: Conceptions of Teaching and Epistemological Beliefs of University Academics and Students in Different Domains. Active Learning in Higher Education,18, 63-76. doi: 10.1177/1469787417693507

Thon, F.M.   Jucks, R. (2016). Believing in Expertise: How Authors’ Credentials and Language Use Influence the Credibility of Online Health Information. Health Communication, 32, 828-836 doi: 10.1080/10410236.2016.1172296

Brummernhenrich, B.   Jucks. R. (2016). "He shouldn't have put it that way!" How face threats and mitigation strategies affect person perception in online tutoring. Communication Education, 65(3), 290-306. doi: 10.1080/03634523.2015.1070957

Mayweg-Paus, E., Thiebach, M., & Jucks, R. (2016). Let me critically question this! Insights from a training study on the role of questioning in argumentative discourse. International Journal of Educational Research, 79, 195-210. doi: 10.1016/j.ijer.2016.05.017

Mayweg-Paus, E. & Macagno, F. (2016). How dialogic settings influence evidence use in adolescent students. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2–3), 121-132, doi: 10.1024/1010-0652/a000171

Hellmann, J. H., Adelt, M., & Jucks, R. (2016). No space for others? On the increase of students self-focus when prodded to think about many others. Journal of Language and Social Psychology, 35(6) 698-707. doi: 10.1177/0261927X16629521

Thiebach, M., Mayweg-Paus, E., & Jucks. R. (2016). Better Agree or Disagree? – How Taking Perspectives Impacts on Critical Thinking and Argumentation. Zeitschrift für Pädagogische Psychologie/ German Journal of  Educational Psychology,  30(2-3), 133-149. doi: 10.1024/1010-0652/a000174

Jucks, R. & Mayweg-Paus, E. (2016). Learning through communication. How arguing about scientific information contributes to learning (Special issue). Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2–3), 75-77, doi: 10.1024/1010-0652/a000170

Jucks, R., Päuler, L.,  Brummernhenrich (2016). “I Need to Be Explicit: You’re Wrong:” Impact of Face Threats on Social Evaluations in Online Instructional Communication. Interacting with Computers, 28(1), 73-84. doi: 10.1093/iwc/iwu032

Linnemann, G.A.  Jucks R. (2016). "As in the Question, So in the Answer?"  - Language Style of Human and Machine Users Affects Interlocutors Convergence on Wording. Journal of Language and Social Psychology, 35(6), 686-697 doi: 10.1177/0261927X15625444

Thiebach, M., Mayweg-Paus, E. & Jucks, R. (2015). "Probably True" says the Expert: How Two Types of Lexical Hedges Influence Students' Evaluation of Scientificness. European Journal of Psychology of Education. 369-384. doi: 10.1007/s10212-014-0243-4

Mayweg-Paus, E. & Jucks, R. (2015). Evident or doubtful? How Lexical Hints in Written Information Influence Laypersons’ Understanding of Influenza. Psychology, Health & Medicine 20(8), 989-996 doi: 10.1080/13548506.2014.986139

Buchkapitel, Bücher und weitere Texte

Bromme, R. & Jucks, R. (in press). Discourse and expertise: The challenge of mutual understanding between experts and laypeople. In Michael F. Schober, David N. Rapp & M. Anne Britt (Eds.) The Routledge Handbook of Discourse Processes, 2nd edition.

Jucks, R., Fischer, F. & Scheiter, K. (in press). More research needed: Strukturelle und individuelle Rahmenbedingungen für die Wissenschaft als Beruf(ung). Kommentare zu Rentzsch, Hartzer & Wolter (in Druck). Psychologische Rundschau.

Bromme, R & Jucks, R. (in press). Expert-layperson-communication. In Michael F. Schober, David N. Rapp & M. Anne Britt (Eds.) Handbook of Discourse Processes 2 nd edition.

Fries, S., Fischer, F., & Jucks, R. (2016). Grundlagen für die Anwendung? Zum Verhältnis von Allgemeiner und Pädagogischer Psychologie. Kommentare zu Bermeitinger, C. et al. (2016). Positionspapier zur Lage der Allgemeinen Psychologie. Psychologische Rundschau, 67, 196-198. http://dx.doi.org/10.1026/0033-3042/a000318

Jucks, R. & Brummernhenrich, B. (2016). Out-of-classroom interactions between teachers and students: advising, tutoring, mentoring, and coaching. In P. L. Witt (Ed.), Handbooks of Communication Science: Vol. 16. Communication and Learning (pp. 553-572). Berlin, Germany: DeGruyter Mouton.

Jucks, R. (2016). Was ist „Gute Lehre“? Fragen, Anmerkungen und Befunde aus instruktionspsychologischer Sicht. In M. Heiner, B. Baumert, S. Dany, T.
Haertel, M. Quellmelz & C. Terkowsky (Hrsg.): Was ist gute Lehre? Beiträge aus der Hochschuldidaktik (S.47-58). DGHD, Deutsche Gesellschaft für Hochschuldidaktik, Bielefeld: Bertelsmann.

Hellmann, J.H., Mayweg-Paus, E. & Jucks, R. (2016). Innovationen in der Hochschullehre mitgestalten – Hochschuldidaktische Weiterbildung an der Universität in Münster. In M. Heiner, B. Baumert, S. Dany, T. Haertel, M. Quellmelz & C. Terkowsky (Hrsg.): Was ist gute Lehre? Beiträge aus der Hochschuldidaktik (131-138). DGHD, Deutsche Gesellschaft für Hochschuldidaktik, Bielefeld: Bertelsmann.

Jucks, R. & Mayweg-Paus, E. (2016). Special Issue: Learning through communication. How arguing about scientific information contributes to learning. Zeitschrift für Pädagogische Psychologie/ German Journal of Educational Psychology, 30(2-3), 75-77, doi: 10.1024/1010-0652/a000170

Bromme, R. & Jucks, R. (2016). Experten-Laien-Kommunikation. In M. Dick, W. Marotzki & H. Mieg (Hrsg.), Handbuch Professionsentwicklung (S. 165-173). Bad Heilbrunn: Klinkhardt / UTB.

Jucks, R., Linnemann, G.A., Thon, F.M. & Zimmermann, M. (2016). Trust the words. Insights into the role of language in trust building in a digitalized world. In B. Blöbaum (Ed.) Trust and Communication in a Digitized World (pp. 225-237). Springer International Publishing.Springer

Die vollständige Publikationsliste der Arbeitsgruppe von Frau Prof. Dr. Jucks finden Sie hier.