Publikationen

Hardy, I., Mannel, S., & Meschede, N. (2021). Adaptive Lernumgebungen. Vielfalt in Schule und Unterricht: Konzepte und Debatten im Zeichen der Heterogenität, 17–26.

Johann, V. E., & Karbach, J. (2021). Educational Application of Cognitive Training. In T. Strobach & J. Karbach. Cognitive training - An overview of features and applications (S. 333–350). Springer.

Könen, T., & Karbach, J. (2021). Analyzing individual differences in intervention-related changes. Advances in Methods and Practices in Psychological Science, Band (1). https://doi.org/10.1177/25152459209791

Mähler, C., & Hasselhorn, M. (2021). Inklusion – Chancen und Herausforderungen. Hogrefe.

Maurer, J., Becker, A., Hilkenmeier, J., & Daseking, M. (2021). Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.733865

Meßner, M. T., Adl-Amini, K., Hardy, I., & Engartner, T. (2021). Planspiel Förderausschuss: Konzeption und Material zur analogen wie digitalen Umsetzung in der inklusionsorientierten Lehrkräftebildung. Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, Band (1).

Neubauer, A. B., Schmidt, A., Kramer, A. C., & Schmiedek, F. (2021). A little autonomy support goes a long way: Daily autonomy?supportive parenting, child well?being, parental need fulfillment, and change in child, family, and parent adjustment across the adaptation to the COVID?19 Pandemic. Child Development, Band (5), 1679–1697. https://doi.org/10.1111/cdev.13515

Pauls, F., & Daseking, M. (2021). Revisiting the factor structure of the German WISC-V for clinical interpretability: An exploratory and confirmatory approach on the 10 primary sub-tests. Frontiers in Psychology, Band (12). https://doi.org/10.3389/fpsyg.2021.710929

Pauls, F., & Daseking, M. (2021). Migrationshintergrund. In M. Daseking & F. Petermann. Fallbuch WISC-V. Die Wechsler Intelligence Scale for Children – Fifth Edition in der Praxis (S. 167–190). Hogrefe.

Schäffner, S., Chevalier, N., Kubota, M., & Karbach, J. (2021). Metacognitive training. In T. Strobach & J. Karbach. Cognitive training - An overview of features and applications (S. 255–270). Springer.

Schmidt, A., Kramer, A. C., Brose, A., Schmiedek, F., & Neubauer, A. B. (2021). Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study. Developmental Psychology, Band (10), 1719–1734. https://doi.org/10.1037/dev0001232

Seifried, K., Drewes, S., & Hasselhorn, M. (2021). Handbuch Schulpsychologie – Psychologie für die Schule. Kohlhammer.

Stoši?, P., Vieluf, S., Böse, S., & Laschweski, A. (2021). Schulkulturen im Kontext migrationsbezogener Differenz und Ungleichheit. Tertium comparationis, Band (1), 44–64.

Theobald, M., Breitwieser, J., Murayama, K., & Brod, G. (2021). Achievement emotions mediate the link between goal failure and goal revision: Evidence from digital learning environments. Computers in Human Behavior, Band (106726). https://doi.org/10.1016/j.chb.2021.106726

Vairo Nunes, R., Korneck, F., Berger, J., Ziegler, B., Rönnebeck, S., & Parchmann, I. (2021). Entwicklung eines Testinstruments zur Untersuchung der Arbeitssituation von MINT-Lehrkräften. In J. Grebe-Ellis & H. Grötzebauch. PhyDid B, Didaktik der Physik, Beiträge zur virtuellen DPG-Frühjahrstagung 2021 (S. 203–207).

Wolf, K., Maurer, C., & Kunter, M. (2021). „I Don’t Really Belong Here“: Examining Sense of Belonging in Immigrant and Nonimmigrant Teacher Students. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Band (1-2).

Arens, K., & Visser, L. (2020). Personal peer victimization and ethnic peer victimization. Child Abuse & Neglect. https://doi.org/10.1016/j.chiabu.2019.104250

Beißert, H., & Mulvey, K. L. (2020). The openness of children and adolescents towards Syrian refugees in Germany. Canadian Diversity, Band (2), 17–22.

Betz, T., Bischoff-Pabst, S., Eunicke, N., & Menzel, B. (2020). Children at the Crossroads of Opportunities and Constraints – The Relationship Between School and Family from the Children’s Viewpoint: Their Perspectives, Their Positions. Bertelsmann Stiftung. https://doi.org/10.25656/01:20582

Betz, T., Bischoff-Pabst, S., & de Moll, F. (2020). Leitbilder „guter“ Kindheit und ungleiches Kinderleben. Beltz/ Juventa.