1. University
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  5. Psychology with a special emphasis on Educational Psychology
  6. Team
  7. Dr. Martin Greisel

Dr. Martin Greisel

Assistant professor
Educational psychology
Phone: +49 821 598 4392
Email:
Room: 2092 (D)
Open hours: Wednesday 3pm prior arrangement by e-mail
Address: Universitätsstraße 10, 86159 Augsburg

CURRICULUM VITAE

Since 2020

  • Assistant Professor (non-tenure track) at the chair of Educational Psychology of Prof. Ingo Kollar at the University Augsburg

​2019 – 2020

  • Research assistant at the chair of Educational Psychology of Prof. Ingo Kollar at the University Augsburg

2017 – 2019

  • Research assistant at the chair of Psychology of Prof. Markus Dresel at the University Augsburg

2011 – 2017

  • Research assistant at the chair of Social and Conflict Psychology of Prof. Jürgen Maes at the Bundeswehr University Munich

2010 – 2016

  • PhD on the topic of couple therapy at the LMU Munich

2005 – 2010

  • Master’s degree in Psychology at the LMU Munich

 

Additionally since 2015: Trainer and coach for overcoming procrastination (see personal website: www.zenyourlife.de)

 

Research foci

Publications

Selected Publications

 

(List of all publications and talks   )

 

 

Journal Articles

2025 | 2024 | 2023 | 2020 | 2015 | 2013

2025
Greisel, Martin, Hornstein, Julia, & Kollar, Ingo (2025). Do students' beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?. Studies in Educational Evaluation, 84, 101438. https://doi.org/10.1016/j.stueduc.2024.101438
PDF | BibTeX | RIS | DOI
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2025). Enhancing the peer-feedback process through instructional support: a meta-analysis. Educational Psychology Review, 37(2), 42. https://doi.org/10.1007/s10648-025-10017-3
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Spang, Laura, Greisel, Martin, & Kollar, Ingo (in press). Great minds think alike — how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups. Journal of the Learning Sciences, 1-42. https://doi.org/10.1080/10508406.2025.2553543
BibTeX | RIS | DOI
Hornstein, Julia, Greisel, Martin, & Kollar, Ingo (in press). Promoting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of a feedback provision scaffold and a feedback integration scaffold. Instructional Science, . https://doi.org/10.1007/s11251-025-09745-4
BibTeX | RIS | DOI
Spang, Laura, Greisel, Martin, & Kollar, Ingo (2025). Validating the concept of immediacy of strategy use for the regulation of collaborative learning: results from an expert study. New Ideas in Psychology, 78, 101155. https://doi.org/10.1016/j.newideapsych.2025.101155
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2024
Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (2024). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations: results of a mixed methods investigation. jero - Journal for Educational Research Online, 16(2), 281-307. https://doi.org/10.31244/jero.2024.02.06
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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. Frontiers in Psychology, 15, 1410152. https://doi.org/10.3389/fpsyg.2024.1410152
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Greisel, Martin, Spang, Laura, Fett, Kerstin, & Kollar, Ingo (2024). Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?. Frontiers in Psychology, 15, 1351723. https://doi.org/10.3389/fpsyg.2024.1351723
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2023
Kollar, Ingo, Greisel, Martin, Krause-Wichmann, Theresa, & Stark, Robin (2023). Editorial: Evidence-informed reasoning of pre- and in-service teachers. Frontiers in Education, 8, 1188022. https://doi.org/10.3389/feduc.2023.1188022
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Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2023). How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?. Educational Psychology, 43(4), 384-402. https://doi.org/10.1080/01443410.2023.2211751
PDF | 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?. Psychology Learning & Teaching, 22(1), 20-38. https://doi.org/10.1177/14757257221113942
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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. Frontiers in Education, 8, 1001523. https://doi.org/10.3389/feduc.2023.1001523
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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. British Journal of Educational Technology, 54(5), 1222-1245. https://doi.org/10.1111/bjet.13336
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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. International Journal of Computer-Supported Collaborative Learning, 15(2), 149-177. https://doi.org/10.1007/s11412-020-09323-5
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2015
Greisel, Martin (2015). Prozesstheorie am Einzelfall prüfen? Ein hermeneutisches Verfahren auf der Basis quantitativer Daten. Journal für Psychologie, 23(2), 165-194.
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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. Pneumologie, 67(S 01), P293. https://doi.org/10.1055/s-0033-1334796
BibTeX | RIS | DOI

 

Book Chapters

2025 | 2023

2025
Kollar, Ingo, Greisel, Martin, Özbek, Tuğçe, Spang, Laura, & Vogel, Freydis (2025). Computer-supported collaborative learning. In Andreas Gegenfurtner & Ingo Kollar (Eds.), Designing effective digital learning environments (pp. 179-192). Abingdon: Routledge. https://doi.org/10.4324/9781003386131-18
BibTeX | RIS | DOI

2023
Kollar, Ingo & Greisel, Martin (2023). Small group learning. In Joerg Zumbach, Douglas Bernstein, Susanne Narciss, & Giuseppina Marsico (Eds.), International handbook of psychology learning and teaching (pp. 1285-1303). Cham: Springer. https://doi.org/10.1007/978-3-030-26248-8_60-1
BibTeX | RIS | DOI

Conference Papers

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. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024: proceedings(pp. 99-106). Buffalo, NY: International Society of the Learning Sciences (ISLS). 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. R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024(pp. 2231-2232). Bloomington, IN: International Society of the Learning Sciences (ISLS). 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. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024(pp. 213-216). Bloomington, IN: International Society of the Learning Sciences (ISLS). 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. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024(pp. 221-224). Bloomington, IN: International Society of the Learning Sciences (ISLS). 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. C. Damșa, M. Borge, E. Koh, M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023, June 10–15, 2023, Montréal, QC, Canada(pp. 237-240). Montréal: International Society of the Learning Sciences (ISLS). 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. P. Blikstein, J. Van Aalst, R. Kizito, K. Brennan (Eds.), 17th International Conference of the Learning Sciences (ICLS) 2023: proceedings(pp. 1282-1285). Montréal: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2023.265880
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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. C. Chinn, E. Tan, C. Chan, Y. Kali (Eds.), 16th International Conference of the Learning Sciences (ICLS) 2022: ICLS proceedings(pp. 1802-1809). Hiroshima: International Society of the Learning Sciences (ISLS).
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. C. E. Hmelo-Silver, B. De Wever, J. Oshima (Eds.), 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021: proceedings(pp. 99-106). Bochum: International Society of the Learning Sciences (ISLS).
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. C. E. Hmelo-Silver, B. De Wever, J. Oshima (Eds.), 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021: proceedings(pp. 201-204). Bochum: International Society of the Learning Sciences (ISLS).
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?. Erica de Vries, Yotam Hod, June Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021, Bochum, Germany, 8-11 June 2021(pp. 354-361). Bochum: International Society of the Learning Sciences (ISLS).
PDF | BibTeX | RIS | 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. K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, volume 1(pp. 312-319). Lyon: International Society of the Learning Sciences (ISLS).
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. Brendan Eagan, Morten Misfeldt, Amanda Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography: First International Conference, ICQE 2019, Madison, WI, USA, October 20–22, 2019, Proceedings(pp. 154-164). Cham: Springer International. https://doi.org/10.1007/978-3-030-33232-7_13
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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. Jay Kay, Rosemary Lukin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018, London, UK, June 23-27, 2018(pp. 1296-1303). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1296
PDF | BibTeX | RIS | DOI
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. Jay Kay, Rosemary Lukin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences count; 13th International Conference of the Learning Sciences (ICLS) 2018, June 23-27, 2018, London, United Kingdom(pp. 1561-1562). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1561
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Theses

2019 | 2010

2019
Greisel, Martin (2019). Die Rolle der Differenzierung des Selbst im erweiterten Zürcher Modell der sozialen Motivation am Beispiel einer systemischen Paartherapie. München: Ludwig-Maximilians-Universität München. 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. München: Ludwig-Maximilians-Universität München.
BibTeX | RIS
Unveröffentlichte Diplomarbeit

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