Publikationen
Zeitschriftenartikel / Conference proceedings (peer reviewed)
Bilfinger, L., Brummernhenrich, B. & Jucks, R. (2024). The effects of fear appeals on reactance in climate change communication. Journal of Experimental Social Psychology, 115, 104666. doi.org/10.1016/j.jesp.2024.104666
Hülshoff, A. & Jucks, R. (2024). Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs. Computers and Education Open, 7, 100199. doi.org/10.1016/j.caeo.2024.100199
Vaupotič, N., Kienhues, D. & Jucks, R. (2024). Complexity appreciated: How the communication of complexity impacts topic-specific intellectual humility and epistemic trustworthiness. Public Understanding of Science. doi.org/10.1177/09636625241227800
Bilfinger, L., Brummernhenrich, B. & Jucks, R. (2023). Is it Up to Me or Them? Insights from an Experimental Study on Psychological Reactance Towards Climate Change Mitigation Appeals. Environmental Communication. doi.org/10.1080/17524032.2023.2296844
Guse, S., Kienhues, D. & Jucks, R. (2023). Half a Mathematician? How Preservice Teachers Are Connected to Their Studied Discipline. Journal of Curriculum Studies. doi.org/10.1080/00220272.2023.2268144
Guse, S. Kienhues, D. & Jucks, R. (2023). Math is cool – For school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus. Teaching and Teacher Education, 132. doi.org/10.1016/j.tate.2023.104247
Janssen, I. & Jucks, R. (2023). The Impact of Communicating Advocacy and Scientific Uncertainty on a Scientist’s Trustworthiness. Fachsprache 45 (1-2), 85-103. doi.org/10.24989/fs.v45i1-2.2231
Hendriks, F. Janssen, I. & Jucks, R. (2022). Balance as credibility? How Presenting One- vs. Two-Sided Messages Affects Ratings of Scientists’ and Politicians’ Trustworthiness. Health Communication, 38 (12), 2757-2764 . doi.org/10.1080/10410236.2022.2111638
Vaupotič*, N., Kienhues*, D. & Jucks, R. (2022) (*=shared first authorship). Taking a stance on the role of nuclear energy to combat the climate crisis: How communication task and expert’s personal stance impact individuals’ intellectual humility and strategies for dealing with a complex topic. Educational and Developmental Psychologist. doi:10.1080/20590776.2021.2018916
Rapanta, C., Gonçalves, C., Pereira, J. R., Cascalheira, D., Gil, B., Morais, R., Čermáková, A., Peck, J., Brummernhenrich, B., Jucks, R., Garcia-Milà, M., Miralda-Banda, A., Luna, J., Vrikki, M., Evagorou, M. & Macagno, F. (2021). Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy. Data in Brief, 39, 107518. doi:10.1016/j.dib.2021.107518
Vaupotič, N., Kienhues, D. & Jucks, R. (2021). Gaining Insight Through Explaining? How Generating Explanations Affects Individuals’ Perception of Their Own and of Experts’ Knowledge. International Journal of Science Education, Part B. doi:10.1080/21548455.2021.2018627
Janssen, I., Hendriks, F. & Jucks, R. (2021) "Face Masks Might Protect You From COVID-19: The Communication of Scientific Uncertainty by Scientists Versus Politicians in the Context of Policy in the Making". Journal of Language and Social Psychology, 40(5-6). doi: 10.1177/0261927X211044512
Tkotz, J.*, Kienhues, D.*, Jucks, R. & Bromme, R. (2020) (*=shared first authorship). Keep calm in heated debates. How people perceive different styles of discourse in a scientific debate. Frontiers in Education, 5. doi: 10.3389/feduc.2020572503
Hendriks, F., Mayweg-Paus, E., Felton, M., Iordanou, K., Jucks, R. & Zimmermann, M. (2020). Constraints and Affordances of Online Engagement with Scientific Information—A Literature Review. Frontiers in Psychology, 11, 572744. doi: 10.3389/fpsyg.2020.572744
Kienhues, D., Jucks, R. & Bromme, R. (2020) Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science, Educational Psychologist, 55(3), 144-154, doi: 10.1080/00461520.2020.1784012
Hendriks, F. & Jucks, R. (2020). Does Scientific Uncertainty in News Articles Affect Readers’ Trust and Decision-Making? Media and Communication, 8(2), 401. doi:10.17645/mac.v8i2.2824
König, L. & Jucks, R. (2020). Effects of Positive Language and Profession on Trustworthiness and Credibility in Online Health Advice: Experimental Study. Journal of Medical Internet Research, 22(3). doi.org/10.2196/16685
Hillbrink, A. & Jucks, R. (2019). "What my Parents think I do..." — Doctoral Students' Assumptions about how Private and Work-Related Groups view their Work. International Journal of Doctoral Studies, 14, 465-478. doi:10.28945/4381
König, L. & Jucks, R. (2019). Influence of Enthusiastic Language on the Credibility of Health Information and the Trustworthiness of Science Communicators: Insights from a Between-Subject Web-Based Experiment. In Online Health Forums: Insights from a Between-Subject Online Experiment. Interactive Journal of Medical Research, 8(3). doi.org/10.2196/13619
Hillbrink, A. & Jucks, R. (2019). Pictures of Research and Teaching in Psychology — A Comparison of Early-Career Academics’ and Students’ Perspectives. Psychology Learning and Teaching, 18(3). doi:10.1177/1475725719859707
Hillbrink, A. & Jucks, R. (2019). ‘Me, a Teacher?!’ – Professional Role Identification and Role Activation of Psychology PhD Students. Studies in Graduate and Postdoctoral Education, 10(3). doi:10.1108/SGPE-03-2019-0031
König, L., & Jucks, R. (2019). Hot topics in science communication: Aggressive language decreases trustworthiness and credibility in scientific debates. Public Understanding of Science.doi.10.1177//0963662519833903
König, L., & Jucks, R. (2019). When do information seekers trust scientific information? Insights from recipients’ evaluations of online video lectures. International Journal of Educational Technology in Higher Education,16(1) doi.10.1186/s41239-019-0132-7
Brummernhenrich, B., & Jucks, R. (2019). „Get the shot, now!“ Disentangling content-related and social cues in physician–patient communication. Health Psychology Open, January-June 2019, 1-12. doi:10.1177/2055102919833057
Zimmermann, M., & Jucks, R. (2018). Folk wisdom about nutrition, or "Is spinach really a good source of iron?" - How health information seekers' trust is affected by the uncertainty of the information provider's language style, and the context of online communication. Interactive-Journal for Medical Internet Research. doi:10.2196/10282
Zimmermann, M., & Jucks, R. (2018). With a view to the side: You Tube's sidebad and You Tuber's linguistic style as hints for trust-related evaluations. International Journal of Human-Computer-Interaction. doi:10.1080/10777318.2018.1519165
Zimmermann, M., & Jucks, R. (2018), How experts' use of medical technical jargon in different types of online health forums affects perceived information credibility: randomized experiment with layperson. Journal of Medical Internet Research, 20(1), doi:10.2196/jmir.8346
Jucks, R., Linnemann, G. A., & Brummernhenrich, B. (2018). Student evaluations of a (rude) spoken dialogue system: Insights from an experimental study. Advances in Human-Computer Interaction, 2018. doi:10.1155/2018/8406187
Riehemann, J., & Jucks, R. (2018). 'Address me personally and I forget the others' Effects of language styles in a MOOC. Journal of Computer Assisted Learning. Advance online publication. doi:10.1111/jcal.12278
Riehemann, J., Hellmann, J. H., & Jucks, R. (2018). "Your words matter!" Relevance of individual participation in xMOOCs. Active Learning in Higher Education. Advance online publication. doi:10.1177/1469787418779154
Päuler-Kuppinger, L., & Jucks, R. (2018). Out-of-Class instruction in higher education - Impact of approaches to teaching and discipline. International Journal of Higher Education, 199–209. doi:10.5430/ijhe.v7n2p199
Linnemann, G. A., & Jucks, R. (2018). "Can I trust the spoken dialogue system because it uses the same words as I do?" - Influence of lexically aligned spoken dialogue systems on trustworthiness and unter satisfaction, Interacting with Computers. 173–186. doi/10.1093/iwc/iwy005/4922820
Zimmermann, M., & Jucks, R. (2018), How experts' use of medical technical jargon in different types of online health forums affects perceived information credibility: randomized experiment with layperson. Journal of Medical Internet Research, 20(1), doi:10.2196/jmir.8346
Riehemann, J., & Jucks R. (2017). How much ist teaching and learning in higher education digitized? Insights from teacher education. International Journal of Higher Education, 6, 129–137. doi:10.5430/ijhe.v6n3p129
Mayweg-Paus, E., & Jucks*, R. (2017). Conflicting evidence or conflicting opinions? Two-sided discussions contribute to experts' trustworthiness. Journal of Language and Social Psychology, Vol. 37(2) 203–223 doi:10.1177/0261927X17716102
*shared first authorship
Jucks, R., & Hillbrink, A. (2017). Perspective on research and teaching in Psychology: Enrichment or burden. Psychology Learning and Teaching. 16(3), 306–322 doi:10.1177/1475725717705205
Jucks R., & Päuler-Kuppinger, L. (2017). Teachers' and parents' perspectives on teaching: Not a topic of but a motive for communication. Journal of Educational Research Online,9(3), 12–25.
Jucks, R., & Thon, F.M. (2017). Better to have many opinions than one from an expert? Social validation by one trustworthy source versus the masses in online health forums. Computers in Human Behavior, 70, 375–381. doi:10.1016/j.chb.2017.01.019
Hellmann, J. H., & Jucks, R. (2017). The crowd in mind and crowded minds: An experimental investigation of crowding effects on students' views regarding tuition fees in Germany. Higher Education, 131–145. doi:10.1007/s10734-016-0033
Päuler-Kuppinger, L., & Jucks, R. (2017). Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains. Active Learning in Higher Education,18, 63–76. doi:10.1177/1469787417693507
Thon, F.M., & Jucks, R. (2016). Believing in expertise: How authors’ credentials and language use influence the credibility of online health information. Health Communication, 32, 828–836 doi:10.1080/10410236.2016.1172296
Brummernhenrich, B., & Jucks. R. (2016). "He shouldn't have put it that way!" How face threats and mitigation strategies affect person perception in online tutoring. Communication Education, 65(3), 290–306. doi:10.1080/03634523.2015.1070957
Mayweg-Paus, E., Thiebach, M., & Jucks, R. (2016). Let me critically question this! Insights from a training study on the role of questioning in argumentative discourse. International Journal of Educational Research, 79, 195–210. doi:10.1016/j.ijer.2016.05.017
Hellmann, J. H., Adelt, M., & Jucks, R. (2016). No space for others? On the increase of students self-focus when prodded to think about many others. Journal of Language and Social Psychology, 35(6) 698–707. doi:10.1177/0261927X16629521
Thiebach, M., Mayweg-Paus, E., & Jucks. R. (2016). Better agree or disagree? – How taking perspectives impacts on critical thinking and argumentation. Zeitschrift für Pädagogische Psychologie/ German Journal of Educational Psychology, 30(2–3), 133–149. doi:10.1024/1010-0652/a000174
Jucks, R., & Mayweg-Paus, E. (2016). Learning through communication. How arguing about scientific information contributes to learning (Special issue). Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2–3), 75–77, doi:10.1024/1010-0652/a000170
Jucks, R., Päuler, L., & Brummernhenrich B. (2016). “I Need to be explicit: You’re wrong:” Impact of face threats on social evaluations in online instructional communication. Interacting with Computers, 28(1), 73–84. doi:10.1093/iwc/iwu032
Linnemann, G. A., & Jucks R. (2016). "As in the Question, so in the answer?" - Language style of human and machine users affects interlocutors convergence on wording. Journal of Language and Social Psychology, 35(6), 686–697, doi:10.1177/0261927X15625444
Thiebach, M., Mayweg-Paus, E., & Jucks, R. (2015). "Probably true" says the expert: How two types of lexical hedges influence students' evaluation of scientificness. European Journal of Psychology of Education. 369–384. doi:10.1007/s10212-014-0243-4
Mayweg-Paus, E., & Jucks, R. (2015). Evident or doubtful? How lexical hints in written information influence laypersons’ understanding of influenza. Psychology, Health & Medicine 20(8), 989–996. doi:10.1080/13548506.2014.986139
Buchkapitel, Bücher und weitere Texte
Vaupotič, N., Kienhues, D., & Jucks, R. (2021). Trust in Science and Scientists: Implications for (Higher) Education. In B. Blöbaum (Ed.), Trust and Communication: Findings and Implications of Trust Research (pp. 207–220). Springer International Publishing. doi:10.1007/978-3-030-72945-5_10
Jucks, R. & Hendriks, F. (2021). Introduction: Language and communication related to COVID-19, Journal of Language and Social Psychology
Brummernhenrich, B., Baker, M. J., Bietti, L. M., Détienne, F., & Jucks, R. (2021). Being (un)safe together: student group dynamics, facework and argumentation. In F. Maine & M. Vrikki (Eds.), Dialogue for intercultural understanding: placing cultural literacy at the heart of learning (pp. 120–134). Cham: Springer. doi:10.1007/978-3-030-71778-0_9
Jucks, R., Fischer, F., & Scheiter, K. (2017). More research needed: Strukturelle und individuelle Rahmenbedingungen für die Wissenschaft als Beruf(ung). Kommentare zu Rentzsch, Hartzer & Wolter (2017). Psychologische Rundschau. 68, 279–281.
Bromme, R., & Jucks, R. (2017). Discourse and expertise: The challenge of mutual understanding between experts and laypeople. In Michael F. Schober, David N. Rapp & M. Anne Britt (Eds.) The Routledge Handbook of Discourse Processes, 2nd edition. 222–246.
Fries, S., Fischer, F., & Jucks, R. (2016). Grundlagen für die Anwendung? Zum Verhältnis von Allgemeiner und Pädagogischer Psychologie. Kommentare zu Bermeitinger, C. et al. (2016). Positionspapier zur Lage der Allgemeinen Psychologie. Psychologische Rundschau, 67, 196–198. doi:10.1026/0033-3042/a000318
Jucks, R., & Brummernhenrich, B. (2016). Out-of-classroom interactions between teachers and students: advising, tutoring, mentoring, and coaching. In P. L. Witt (Ed.), Handbooks of Communication Science: Vol. 16. Communication and Learning (pp. 553–572). Berlin, Germany: DeGruyter Mouton.
Jucks, R. (2016). Was ist „Gute Lehre“? Fragen, Anmerkungen und Befunde aus instruktionspsychologischer Sicht. In M. Heiner, B. Baumert, S. Dany, T.
Haertel, M. Quellmelz & C. Terkowsky (Hrsg.): Was ist gute Lehre? Beiträge aus der Hochschuldidaktik (S.47–58). DGHD, Deutsche Gesellschaft für Hochschuldidaktik, Bielefeld: Bertelsmann.
Hellmann, J.H., Mayweg-Paus, E., & Jucks, R. (2016). Innovationen in der Hochschullehre mitgestalten – Hochschuldidaktische Weiterbildung an der Universität in Münster. In M. Heiner, B. Baumert, S. Dany, T. Haertel, M. Quellmelz & C. Terkowsky (Hrsg.): Was ist gute Lehre? Beiträge aus der Hochschuldidaktik (131–138). DGHD, Deutsche Gesellschaft für Hochschuldidaktik, Bielefeld: Bertelsmann.
Jucks, R., & Mayweg-Paus, E. (2016). Special Issue: Learning through communication. How arguing about scientific information contributes to learning. Zeitschrift für Pädagogische Psychologie/ German Journal of Educational Psychology, 30(2–3), 75–77, doi:10.1024/1010-0652/a000170
Bromme, R., & Jucks, R. (2016). Experten-Laien-Kommunikation. In M. Dick, W. Marotzki & H. Mieg (Hrsg.), Handbuch Professionsentwicklung (S. 165–173). Bad Heilbrunn: Klinkhardt / UTB.
Jucks, R., Linnemann, G.A., Thon, F.M., & Zimmermann, M. (2016). Trust the words. Insights into the role of language in trust building in a digitalized world. In B. Blöbaum (Ed.) Trust and Communication in a Digitized World (pp. 225–237). Springer International Publishing.Springer
Die vollständige Publikationsliste der Arbeitsgruppe von Frau Prof. Dr. Jucks finden Sie hier.
