Dr. Tino Endres – Educational Psychology

Dr. Tino Endres

Postdoctoral Researcher

tino.endres@psychologie.uni-freiburg.de
+49 (0) 761 203 – 9408
main building, room 5009
consultation hours by appointment
ORCID
Google Scholar
OSF

Academic Curriculum Vitae

Since 7/2024

Senior Teaching and Research Assistant University of Zürich – Educational Technology – Head: Prof. Dr. Sascha Schneider
Research Associate University of Freiburg – Educational Psychology and Developmental Psychology

04/2020 – 07/2024

Assistant Professor University of Freiburg – Educational Psychology and Developmental Psychology – Head: Prof. Dr. Alexander Renkl

02/2020

Ph. D. (Grade: magna cum laude) University of Freiburg – Thesis: “Specificity and Enrichment in Retrieval Practice” – Examiners: Prof. Dr. Alexander Renkl, Prof. Dr. Shana Carpenter, Prof. Dr. Andrea Kiesel

07/2018 – 02/2020

Research Stay and Associated Lab Member Iowa-State University – Learning and Cognition – Head: Prof. Dr. Shana Carpenter

11/2014 – 03/2020

Research Associate University of Freiburg – Educational Psychology and Developmental Psychology – Head: Prof. Dr. Alexander Renkl

10/2012 – 08/2014

M.Sc. Psychology with Honors (Grade: 1,2) University of Freiburg – Thesis: “The Testing Effect” – Examiner: Prof. Dr. Alexander Renkl

04/2010 – 08/2012

B.Sc. Psychology (Grade: 1,4) University of Freiburg – Thesis: “Teacher Competencies for Successful Group Work Planning” – Examiner: Prof. Dr. Hans Spada

Retrieval Practice

Retrieval Practice in Meaningful Learning
Combining Retrieval Practice with Other Learning Processes
Motivating Learners to Implement Retrieval Practice
Indirect Effects of Retrieval Practice – Metacognition & Motivation

Self-Control

Design of Explanation Videos and Whiteboard Animations
Theory of Interest Development
Typographical Design

Strategy Training

Self-Regulated Learning Training
Acquisition of Conditional Knowledge
Motivation to Implement Learning Strategies

Lasting Learning in Physics

DEEP – Differential Instruction

DEEP – Professionalization

Recent Publications:

in press:

Aufschnaiter, C. v., Vorholzer, A., Eitel, A. Endres, T., Lieck, D. S. N., Wahby, N., & Renkl, A. (2025). Weil die Bewegungskraft ja da hin zeigt – Wie die Darstellung von Pfeilen in der Mechanik irritieren und helfen kann. Zeitschrift für Mathematischen und Naturwissenschaftlichen Unterricht.
Aufschnaiter, C. v., Endres, T. & Petermann, V. (2025). Entwurf eines Interessenmodells für die Naturwissenschaften. In O. Krey, S. Bernholt, D. Laumann & T. Rabe (Hrsg.), Interesse revisited – Das Interessenskonstrukt in den Naturwissenschaften. Springer.

2025

Endres, T., Bender, L., Sepp, S., Zhang, S., David, L., Trypke, M., Lieck, D., Désiron, J.C., Bohm, J., Weissgerber, S., Castro-Alonso, J.C. & Paas, F. (2025). Developing the mental effort and load–translingual scale (MEL-TS) as a foundation for translingual research in self-regulated learning. Educational Psychology Review, 37(1). https://doi.org/10.1007/s10648-024-09978-8.
Endres, T., Vössing, C., Renninger, K. A., Eitel, A., & Renkl, A. (2025). Sustaining focus when it’s hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives. Computer & Education, 233, 105313, https://doi.org/10.1016/j.compedu.2025.105313.
Keller, S., Markwalder, U., Endres, T. & Praetorius, A. (2025). Die Unterstützung des Konsolidierens – eine zentrale, aber vernachlässigte Dimension von Unterrichtsqualität. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-025-00229-5
Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S. K., Roelle, J. (2025). Combining generative tasks and retrieval tasks. Journal of Educational Psychology. https://doi.org/10.1037/edu0000949.
Renkl, A., & Endres, T. (2025). How to conceptualize teaching quality in the future: Some confirming, some complementary, and some critical remarks, and some of them hopefully helpful. School Effectiveness and School Improvement. https://doi.org/10.1080/09243453.2025.2482580.

2024

Endres, T., Carpenter, S., & Renkl, A. (2024). Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring. Learning & Instruction, 94, December 2024, 101974. https://doi.org/10.1016/j.learninstruc.2024.101974.
Endres, T.; Eitel, A., Renninger, K. A., Vössing C., & Renkl A. (2024). Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos. Learning & Instruction, 94, December 2024, 101962. https://doi.org/10.1016/j.learninstruc.2024.101962.
Endres, T., & Eitel A. (2024). Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards. Applied Cognitive Psychology, 38 (1), https://doi.org/10.1002/acp.4160.
Waldeyer, J.^*, Endres, T.^*,Roelle, J.^*, Baars, M., & Renkl, A. (2024).How to optimize self-assessment accuracy in cognitive skill acquisition when learning from worked examples. Educational Psychology Review, 36, 103. https://doi.org/10.1007/s10648-024-09944-4.

Invited Junior Keynote Speaker – SIG 6/7 – 2024
Graduate Travel Award – Psychonomics – Montréal – 2019
Best Paper Award – JURE 2017 – Tampere – 2017
Short List – Best Paper Presentation at the EARLI SIG 6 & 7 Conference – Dijon – 2016
Instructional Development Award – Adaptive Learning Platform ELIS – Universität Freiburg – BMBF – 2015

Member of the EARLI Emerging Field Group (EFG) Unifying Cognitive Load and Self-Regulated Learning Research: Monitoring and Regulation of Effort

Member of the research group Lasting Learning