Prof. Dr. Jan Retelsdorf

Professional Activities

Education

• Text comprehension in learning
• Judgment and judgment bias in the context of learning and instruction
• Motivation and self-regulation for learning and performance
• Literacy development

Projects of the Working Group Educational Psychology

Selected publications

• Cruz Neri, N., & Retelsdorf, J. (2022). The role of linguistic features in science and math comprehension and performance: A systematic review. Educational Research Review, 36, 100460.
• Etzel, J., Heinze, A., Neumann, K., Bernholt, S., Retelsdorf, J., Köller, O., & Nagy, G. (2025). What we learn in school, we learn for life: Learning opportunities as moderators of the relationship between prior knowledge and learning in post school contexts. Contemporary Educational Psychology, 80, 102336.
• Levin, J., Cruz Neri, N., & Retelsdorf, J. (2025) Cyberhate among Ukrainian adolescents in war-torn Ukraine: A study of exposure, victimization, and perpetration. Computers in Human Behavior, 168, 108626.
• Lindner, C., Retelsdorf, J., Nagy, G., & Zitzmann, S. (in press). The waning willpower: A highly powered longitudinal study investigating fatigue vulnerability and its relation to personality, intelligence, and cognitive performance. Journal of Personally and Social Psychology, 129, 714–735.
• Muntoni, F., Wagner, J., & Retelsdorf, J. (2021). Beware of stereotypes: Are class-mates’ stereotypes associated with students’ reading outcomes? Child Development, 92, 189–204.
• Retelsdorf, J., Cruz Neri, N., Möller, J., Köller, O., & Nagy, G. (2024). Correlated change in habitual and situational reading motivation. European Journal of Psychology of Education, 39, 2827–2847.
• Retelsdorf, J., Köller, O., & Möller, J. (2014). Reading achievement and reading self-concept – testing the reciprocal effects model. Learning and Instruction, 29, 21-30.
• Retelsdorf, J., Schwartz, K., & Asbrock, F. (2015). “Michael can’t read!” – Teachers’ gender stereotypes and boys’ reading self-concept. Journal of Educational Psychology, 107, 186-194.
• Schmidt, F. T. C., Nagy, G., Fleckenstein, J., Möller, J., & Retelsdorf, J. (2018). Same same, but different? Relations between facets of conscientiousness and grit. European Journal of Personality, 32, 705–720.
• Siems-Muntoni, F., Dunekacke, S., Heinze, A., & Retelsdorf, J. (2024). Teacher expectation effects on the development of elementary school students’ mathematics-related competence beliefs and intrinsic task values. Contemporary Educational Psychology, 76, 102255.

Publications listed in the Research Information System of Universität Hamburg

• Editorships for Journals
  • Associate Editor of Learning and Instruction (2018 - present, since 2026 outgoing)

• Editorial Board Membership
  
  • Applied Studies in Innovative Learning and Teaching (2025 - present)
  • Contemporary Educational Psychology (2026 - present)
  • Frontiers in Psychology, Section Educational Psychology (2016 - 2017)
  • Zeitschrift für Pädagogische Psychologie (2015 - 2024)

• Member of the Practice and Science Advisory Board of the Institute for Education Monitoring and Quality Development (IfBQ), Hamburg (2025 - present)