Seifried, Eva

2024

Seifried, Eva; Menz, CordeliaORCID: https://orcid.org/0009-0006-0173-9730 and Spinath, Birgit (2024) Confidence in and Valuing of Psychological Findings Among Preservice Teachers. Teaching of Psychology, 51 (1), pp. 58-70. https://doi.org/10.1177/00986283211058835

2022

Menz, CordeliaORCID: https://orcid.org/0009-0006-0173-9730 and Seifried, Eva (2022) Woher kommen pädagogisch-psychologische Fehlvorstellungen und wie kann man ihnen wirksam begegnen? In: Steins, G.; Spinath, B.; Dutke, S.; Roth, M. and Limbourg, M., (eds.) Mythen, Fehlvorstellungen, Fehlkonzepte und Irrtümer in Schule und Unterricht. Psychologie in Bildung und Erziehung: Vom Wissen zum Handeln (PBE). Wiesbaden: Springer, pp. 27-44. https://doi.org/10.1007/978-3-658-36260-7_2

2021

Menz, CordeliaORCID: https://orcid.org/0009-0006-0173-9730; Spinath, Birgit and Seifried, Eva (2021) Misconceptions die hard: prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers. European Journal of Psychology of Education, 36 (2), pp. 477-494. https://doi.org/10.1007/s10212-020-00474-5

Hendriks, Friederike; Seifried, Eva and Menz, CordeliaORCID: https://orcid.org/0009-0006-0173-9730 (2021) Unraveling the “smart but evil” stereotype: Pre-service teachers' evaluations of educational psychology researchers versus teachers as sources of information. Zeitschrift für Pädagogische Psychologie, 35 (2-3), pp. 157-171. https://doi.org/10.1024/1010-0652/a000300

Menz, CordeliaORCID: https://orcid.org/0009-0006-0173-9730; Spinath, Birgit and Seifried, Eva (2021) Where do pre-service teachers' educational psychological misconceptions come from? Zeitschrift für Pädagogische Psychologie, 35 (2-3), pp. 143-156. https://doi.org/10.1024/1010-0652/a000299

Menz, CordeliaORCID: https://orcid.org/0009-0006-0173-9730; Spinath, BirgitORCID: https://orcid.org/0000-0001-6300-4541; Hendriks, FriederikeORCID: https://orcid.org/0000-0003-1023-8103 and Seifried, Eva (2021) Reducing educational psychological misconceptions: How effective are standard lectures, refutation lectures, and instruction in information evaluation strategies? Scholarship of Teaching and Learning in Psychology, 10 (1), pp. 56-75. https://doi.org/10.1037/stl0000269