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

 Projekte / Aktivitäten

  • 04/2012-03/2021 - Mitantragstellerin des DFG-Graduiertenkollegs Vertrauen und Kommunikation in einer digitalisierten Welt

  • Projekt 1409 (2009-2015)"Umgang mit wissensbezogenen Informationen im Online-Diskurs" im DFG Schwerpunktprogramm "Wissenschaft und Öffentlichkeit
    Wissenschaft und Oeffentlichkeit

  • 5/2018-4/2021 Projektleitung im deutschen Teilprojekt des EU-Horizon 2020 Projekt DIALLS   -Dialogue and Argumentation for cultural Literacy Learning in Schools-DIALLS

  • seit 10/2011 - Wissenschaftliche Leitung des Zentrums für Hochschullehre der WWUZHL

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 (Auswahl):

Zeitschriftenartikel / Conference proceedings (peer reviewed)

Zimmermann, M., & Jucks, R. (2018). Folk wisdom about nutrition, or "Is spinach really a good source of iron?" - How health information seekers' trust is affected by the uncertainty of the information provider's language style, and the context of online communication. Interactive-Journal for Medical Internet Research. doi:10.2196/10282

Zimmermann, M., & Jucks, R. (2018). With a view to the side: You Tube's sidebad and You Tuber's linguistic style as hints for trust-related evaluations. International Journal of Human-Computer-Interaction. doi:10.1080/10777318.2018.1519165

Zimmermann, M., & Jucks, R. (2018), How experts' use of medical technical jargon in different types of online health forums affects perceived information credibility: randomized experiment with layperson. Journal of Medical Internet Research, 20(1),  doi:10.2196/jmir.8346

Jucks, R., Linnemann, G. A., & Brummernhenrich, B. (2018). Student evaluations of a (rude) spoken dialogue system: Insights from an experimental study. Advances in Human-Computer Interaction, 2018. doi:10.1155/2018/8406187

Riehemann, J., & Jucks, R. (2018). 'Address me personally and I forget the others' Effects of language styles in a MOOC. Journal of Computer Assisted Learning. Advance online publication. doi:10.1111/jcal.12278

Riehemann, J., Hellmann, J. H., & Jucks, R. (2018). "Your words matter!" Relevance of individual participation in xMOOCs. Active Learning in Higher Education. Advance online publication. doi:10.1177/1469787418779154

Päuler-Kuppinger, L., & Jucks, R. (2018). Out-of-Class instruction in higher education - Impact of approaches to teaching and discipline. International Journal of Higher Education, 199–209. doi:10.5430/ijhe.v7n2p199

Linnemann, G. A., & Jucks, R. (2018). "Can I trust the spoken dialogue system because it uses the same words as I do?" -  Influence of lexically aligned spoken dialogue systems on trustworthiness and unter satisfaction,  Interacting with Computers. 173–186. doi/10.1093/iwc/iwy005/4922820

Zimmermann, M., & Jucks, R. (2018), How experts' use of medical technical jargon in different types of online health forums affects perceived information credibility: randomized experiment with layperson. Journal of Medical Internet Research, 20(1),  doi:10.2196/jmir.8346

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 experts' trustworthiness. Journal of Language and Social Psychology, Vol. 37(2) 203–223 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. 16(3), 306–322 doi:10.1177/1475725717705205

Jucks R., & Päuler-Kuppinger, L. (2017). Teachers' and parents' perspectives on teaching: Not a topic of but a motive for communication. Journal of Educational Research Online,9(3), 12–25.

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 B. (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

Jucks, R., Fischer, F., & Scheiter, K. (2017). More research needed: Strukturelle und individuelle Rahmenbedingungen für die Wissenschaft als Beruf(ung). Kommentare zu Rentzsch, Hartzer & Wolter (2017). Psychologische Rundschau. 68, 279–281.

Bromme, R., & Jucks, R. (2017). 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. 222–246.

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, 196–198http://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.