Research Profile Wirth
Prof. Dr. Joachim Wirth, Professor for Learning and Instruction (W3)
Male, born 13.03.1971, German Nationality 
Institute for Educational Research, Department of Research on Learning and Instruction 
Faculty of Philosophy and Educational Research, Ruhr-University Bochum
44780 Bochum, Germany
Phone: 	+49 234 32 28728
Mail: Lehrlernforschung@rub.de
Website: www.lllf.de


Academic Career 
Since 2008	Professor for Research on Learning and Instruction at the Ruhr-University Bochum
2002–2008	Research Assistant at Duisburg-Essen University
2003		Dr. rer. nat., Humboldt University Berlin
1998 		Diploma in Psychology, Technical University of Berlin
1992–1998 	Psychology Student at the Technical University of Berlin

Others
2011–2015		Coordinator of the special interest group 16 “Metacognition” of the European Association for Research on Learning and Instruction (EARLI)
2015	Organizer of the 3rd Annual Meeting of the German Association for Empirical Educational Research (GEBF)
2010–2014 	Dean of the Faculty of Philosophy and Educational Research of Ruhr-University Bochum
2010	Coorganizer of the 4th Meeting of the special interest group 16 “Metacognition” of the European Association for Research on Learning and Instruction (EARLI), Münster
2009		Organizer of 73rd Meeting of Arbeitsgruppe für empirische pädagogische Forschung (AEPF)

10 selected publications
Fleischer, J, Wirth, J & Leutner, D (2014) Effekte der kontextuellen Einkleidung von Testaufgaben auf die Schülerleistung im analytischen Problemlösen und in der Mathematik. Zeitschrift für Pädagogische Psychologie, 28: 217–227. 
Künsting, J, Kempf, J & Wirth, J (2013) Enhancing Scientific Discovery Learning by Metacognitive Support. Contemporary Educational Psychology, 38: 349–360.
Künsting, J, Wirth, J & Paas, F (2010) The goal specificity effect on strategy use and instructional efficiency during computer-based scientific discovery learning. Computers & Education, 56: 668–679.
Schütte, M, Wirth, J, & Leutner, D (2012) Lernstrategische Teilkompetenzen für das selbstregulierte Lernen aus Sachtexten. Psychologische Rundschau, 63: 26–33.
Schütte, M, Wirth, J & Leutner, D (2010) Selbstregulationskompetenz beim Lernen aus Sachtexten – Entwicklung und Evaluation eines Kompetenzstrukturmodells. Zeitschrift für Pädagogik (Beiheft), 56: 249–257.
Thillmann, H, Gößling, J, Marschner, J, Wirth, J & Leutner, D (2013) Metacognitive knowledge about and metacognitive regulation of strategy use in self-regulated scientific discovery learning: New methods of assessment for computer-based learning environments. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies. New York: Springer, 575–588.
Thillmann, H, Künsting, J, Wirth, J & Leutner, D (2009) Is it merely a question of ‘what’ to prompt or also ‘when’ to prompt? - The role of presentation time of prompts in self-regulated learning. Zeitschrift für Pädagogische Psychologie, 23: 105–115.
Wirth, J (2008) Computer-based tests: Alternatives for test and item design. In J. Hartig, E. Klieme & D. Leutner (Eds.), Assessment of competencies in educational contexts. Göttingen: Hogrefe, 235–252.
Wirth, J, Künsting, J & Leutner, D (2009) The impact of goal specificity and goal quality on learning outcome and cognitive load. Computers in Human Behaviour, 25, 299–305.
Wirth, J & Leutner, D (2008) Self-regulated learning as a competence. Implications of theoretical models for assessment methods. Journal of Psychology, 216: 102–110.
