معرفی
Cordelia Menz is a researcher in Educational Psychology at Heidelberg University, holding roles as research assistant, journal managing editor, and contributor to institutional quality management. She earned her PhD in Psychology (Dr. phil.) in 2021. Her work focuses on educational psychology misconceptions among pre-service teachers, evidence-based teaching practices, and equitable admissions processes in psychology programs. She has collaborated on projects such as the 'Ask for Evidence' initiative promoting scientific literacy in teacher training.
Education:
- Bachelor’s in Psychology (Heidelberg University & University of Limerick, 2011–2014)
- Master’s in Psychology (Heidelberg University & Università di Padova, 2014–2016)
- PhD in Psychology (Heidelberg University, 2021)
Her research interests include reducing educational misconceptions through refutation lectures, evaluating the role of anecdotal vs. empirical evidence in teacher cognition, and addressing stereotype threat in cross-cultural contexts. She has contributed to policy discussions on student selection criteria in psychology programs (e.g., the 'STAV-Psych-BaWü' project).
Her publications span topics such as educational psychology stereotypes, metacognitive training, and admissions equity, with a focus on enhancing evidence-based practices in teacher education. She is actively involved in academic communities, presenting at conferences like EARLI, ESPLAT, and the German Psychological Society.
As Managing Editor of Psychology Learning & Teaching, she supports scholarly dissemination in educational psychology. Her work integrates empirical research with practical applications to improve teaching and learning environments.
