Dr. Martin Greisel

Wissenschaftlicher Mitarbeiter
Philosophisch-Sozialwissenschaftliche Fakultät
Telefon: +49 821 598 4392
E-Mail:
Raum: 2092 (D)
Sprechzeiten: In den Semesterferien: 29.08.2024 von 13:00 - 14:00 Uhr und am 29.09.2024 von 16:00 - 17:00 Uhr, nach vorheriger Anmeldung per Mail
Adresse: Universitätsstraße 10, 86159 Augsburg

Lebenslauf

Seit 2020

  • Akademischer Rat a.Z. am Lehrstuhl für Psychologie m.b.B.d. Pädagogischen Psychologie bei Prof. Ingo Kollar an der Universität Augsburg

2019 – 2020

  • Wissenschaftlicher Mitarbeiter am Lehrstuhl für Psychologie m.b.B.d. Pädagogischen Psychologie bei Prof. Ingo Kollar an der Universität Augsburg

2017 – 2019

  • Wissenschaftlicher Mitarbeiter am Lehrstuhl für Psychologie bei Prof. Markus Dresel an der Universität Augsburg

2011 – 2017

  • Wissenschaftlicher Mitarbeiter in der Sozial- und Konfliktpsychologie bei Prof. Jürgen Maes an der Universität der Bundeswehr München

2010 – 2016

  • Promotion in Paartherapie-Prozessforschung an der Ludwig-Maximilians-Universität München

2005 – 2010

  • Studium der Psychologie (Diplom) an der Ludwig-Maximilians-Universität München

 

Seit 2015 zusätzlich: Trainer und Coach zur Überwindung von Prokrastination (eigene Website: www.zenyourlife.de)

 

Forschungsschwerpunkte

Publikationen

Ausgewählte Publikationen

 

(Vollständiges Schriften- und Vortragsverzeichnis  )

 

 

Zeitschriftenartikel

2024 | 2023 | 2020 | 2015 | 2013

2024

Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (in press). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation.
BibTeX | RIS | URL
Özbek, Tugce, Greisel, Martin, Wekerle, Christina, Gegenfurtner, Andreas, & Kollar, Ingo (2024). How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study. https://doi.org/10.3389/fpsyg.2024.1410152
PDF | BibTeX | RIS | DOI
Greisel, Martin, Spang, Laura, Fett, Kerstin, & Kollar, Ingo (2024). Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?. https://doi.org/10.3389/fpsyg.2024.1351723
PDF | BibTeX | RIS | DOI

2023

Kollar, Ingo, Greisel, Martin, Krause-Wichmann, Theresa, & Stark, Robin (2023). Editorial: Evidence-informed reasoning of pre- and in-service teachers. https://doi.org/10.3389/feduc.2023.1188022
PDF | BibTeX | RIS | DOI
Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2023). How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?. https://doi.org/10.1080/01443410.2023.2211751
BibTeX | RIS | DOI
Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2023). Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?. https://doi.org/10.1177/14757257221113942
PDF | BibTeX | RIS | DOI
Krause-Wichmann, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2023). Promoting future teachers' evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. https://doi.org/10.3389/feduc.2023.1001523
PDF | BibTeX | RIS | DOI
Bauer, Elisabeth, Greisel, Martin, Kuznetsov, Ilia, Berndt, Markus, Kollar, Ingo, Dresel, Markus, Fischer, Martin R., & Fischer, Frank (2023). Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda. https://doi.org/10.1111/bjet.13336
PDF | BibTeX | RIS | DOI

2020

Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use. https://doi.org/10.1007/s11412-020-09323-5
PDF | BibTeX | RIS | DOI

2015

Greisel, Martin (2015). Prozesstheorie am Einzelfall prüfen? Ein hermeneutisches Verfahren auf der Basis quantitativer Daten.
PDF | BibTeX | RIS | URL

2013

Schreyer, M., Davis-Wagner, P., Basu, M., Greisel, Martin, & Bölcskei, P. (2013). Wirksamkeit einer Ausstiegshilfe für interessierte Raucher am Beispiel der telefonischen Tabakentwöhnung der HelpLine Bayern. https://doi.org/10.1055/s-0033-1334796
BibTeX | RIS | DOI

 

Buchkapitel

2023

2023

Kollar, Ingo & Greisel, Martin (2023). Small group learning. https://doi.org/10.1007/978-3-030-26248-8_60-1
BibTeX | RIS | DOI

 

Konferenzband-Beiträge

2024 | 2023 | 2022 | 2021 | 2019 | 2018

2024

Özbek, Tugce, Greisel, Martin, Wekerle, Christina, & Kollar, Ingo (2024). Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study. https://doi.org/10.22318/cscl2024.633786
PDF | BibTeX | RIS | DOI
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). Scaffolding the peer-feedback process: a meta-analysis. https://doi.org/10.22318/icls2024.833519
PDF | BibTeX | RIS | DOI
Hornstein, Julia, Greisel, Martin, & Kollar, Ingo (2024). Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds. https://doi.org/10.22318/cscl2024.961446
PDF | BibTeX | RIS | DOI
Greisel, Martin, Hornstein, Julia, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2024). Who wants to hear bad news? How the epistemic perspective determines the perception of peer feedback. https://doi.org/10.22318/cscl2024.470012
PDF | BibTeX | RIS | DOI

2023

Greisel, Martin, Bauer, Elisabeth, Kuznetsov, Ilia, Berndt, Markus, Dresel, Markus, Fischer, Martin R., Kollar, Ingo, & Fischer, Frank (2023). How to use theory to implement natural language processing for peer-feedback. https://doi.org/10.22318/cscl2023.108887
PDF | BibTeX | RIS | DOI
Spang, Laura, Greisel, Martin, & Kollar, Ingo (2023). Perceptions predict problem regulation? The role of homogeneous problem perception for successful regulation in collaborative learning. https://doi.org/10.22318/icls2023.265880
PDF | BibTeX | RIS | DOI

2022

Zhu, Gaoxia, Greisel, Martin, Hegele, Regina, Printz, Heidrun, León, Jenny Melo, Calzado, Laura, Nazeem, Raadiyah, Borge, Marcela, Teo, Chew Lee, & Bernaus, Mercè (2022). Regulation of teaching as an individual or collaborative process: theory meets practice.
PDF | BibTeX | RIS | URL

2021

Greisel, Martin, Spang, Laura, Fett, Kerstin, Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2021). "Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning.
PDF | BibTeX | RIS | URL
Fett, Kerstin, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2021). Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning.
PDF | BibTeX | RIS | URL
Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?.
PDF | BibTeX | RIS | URL | URL

2019

Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Effective regulation in collaborative learning: an attempt to determine the fit of regulation challenges and strategies.
PDF | BibTeX | RIS | URL
Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation. https://doi.org/10.1007/978-3-030-33232-7_13
PDF | BibTeX | RIS | DOI

2018

De Backer, Liesje, Kollar, Ingo, Williams, Christopher A., Seufert, Tina, Weinberger, Armin, Melzner, Nadine, Greisel, Martin, Dresel, Markus, Kielstra, Jolique, Molenaar, Inge, Van Keer, Hilde, Valcke, Martin, & Hämäläinen, Raija (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. https://doi.org/10.22318/cscl2018.1296
PDF | BibTeX | RIS | DOI | URL
Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. https://doi.org/10.22318/cscl2018.1561
PDF | BibTeX | RIS | DOI | URL

 

Qualifikationsarbeiten

2019 | 2010

2019

Greisel, Martin (2019). Die Rolle der Differenzierung des Selbst im erweiterten Zürcher Modell der sozialen Motivation am Beispiel einer systemischen Paartherapie. https://doi.org/10.5282/edoc.23537
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Dissertation, Ludwig-Maximilians-Universität München, 2019

2010

Greisel, Martin (2010). Innovative Momente in der systemischen Paartherapie im Kontext von Stabilität und Wandel: Entwicklung und Anwendung eines Kodiersystems.
BibTeX | RIS

Unveröffentlichte Diplomarbeit

Aktuelle Lehrveranstaltungen

(Angewandte Filter: Semester: SS 2024 | Institutionen: Psychologie m. b. B. d. Pädagogischen Psychologie | Dozenten: Martin Greisel | Sprachen: deutsch | Vorlesungsarten: alle)

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