Projects

The research project aims at a better understanding of the persisting social inequality in children’s school success. The main focus is on socioeconomic differences in attitudes, beliefs, and practices of children, parents, and educators with regard to education and care in early and middle childhood.

The aim of the project is to use neurophysiological measures to better understand cognitive, affective and behavioural teaching-learning processes in the classroom and to relate them to different teaching methods and quality characteristics.

Within the framework of ELSE 3–6, a digital evidence-based parenting programme is developed, implemented and accompanied by ongoing research. The programme provides parents with knowledge and practical strategies to support socio-emotional development in children aged 3–6, including emotions, emotion regulation, social skills, and coping with challenges.

The project EMiL analyzed the importance of social and ethnic characteristics of children in primary school age in the German educational system.

The EMMA project investigates what emotions children report after failures, how children adjust their goals after failures, and the role of emotions and evaluation of failure in goal adjustment.

We use meta-analyses and systematic reviews to investigate the effectiveness and conditions for success of self-regulation training. The meta-analyses focus on different training features (e.g. use of learning diaries) or different target groups (e.g. learners with ADHD).