Publikationen

Blume, F., & Schmiedeck, F. (2024). It Counts in Every Single Lesson: Between- and within-person associations of teaching quality and student self-regulation. Learning and Instruction, 101908. https://doi.org/10.1016/j.learninstruc.2024.101908

Brandenburg, J., Huschka, S. S., Visser, L., Cartschau, F., & von Goldammer, A. (2024). Wie fair testet der WÜRT 1 die Rechtschreibleistungen von mehrsprachigen Kindern?: Eine Überprüfung mittels Differential Item Functioning. Diagnostica.

Bruïne, A., Vel Tromp, M., Koornneef, A., Brod, G., & Jolles, D. (2024). The Interactive Effects of Surprise and Plausibility on Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition. https://doi.org/10.1037/xlm0001388

Colantonio, J. A., Bascandziev, I., Theobald, M., Brod, G., & Bonawitz, E. (2024). Predicting Learning: Understanding the role of executive functions in children’s belief revision using Bayesian models. Topics in Cognitive Science. https://doi.org/10.1111/tops.12749

Davidson, C., Caes, L., Shing, Y. L., McKay, C., Rafetseder, E., & Wijeakumar, S. (2024). Home Enrichment Is Associated with Visual Working Memory Function in Preschoolers. Mind, Brain, and Education, Band (1).

Dobowy, M., & Hasselhorn, M. (2024). Schulbereitschaft – Was Kinder für einen erfolgreichen Schulstart brauchen. Kohlhammer.

Fiedler, D., Hasselhorn, J., Arens, A. K., Frenzel, A. C., & Vispoel, W. P. (2024). Validating Scores from the Short Form of the Music Self-Perception Inventory (MUSPI-S) with Seventh- to Ninth-Grade School Students in Germany. Psychology of Music. https://doi.org/10.1177/03057356241272999

Gawrilow, C., & Schmitterer, A. M. A. (2024). Legasthenie und ADHS: Ursprung, Identifikation und Förderung im Schulalltag aus wissenschaftlicher Perspektive. https://doi.org/10.31234/osf.io/zc5ep

Grobe, S., Könen, T., Grüneisen, L., Dörrenbächer-Ulrich, L., Perels, F., & Karbach, J. (2024). The Factorial Structure of Executive Functions in Preschool and Elementary School Children and Relationships with Intelligence. Journal of Experimental Child Psychology, Band (246).

Heinze, H., Daseking, M., Gawrilow, C., Karbach, J. & Kerner auch Koerner, J. (2024). Self-regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science, Band (1). https://doi.org/10.1111/desc.13595

Heppt, B. (2024). Die Bildungssprache Deutsch als Schlüsselkompetenz für den Schulerfolg: Ein Überblick über Herausforderungen und Bedeutung für einsprachig und mehrsprachig aufwachsende Lernende. In D. Di Fuccia. S. Lin-Klitzing & T. Gaube. Die Bedeutung der Bildungssprache Deutsch in der Schule (S. 96–109). Julius Klinkhardt.

Heppt, B., & Volodina, A. (2024). Diagnostik bildungssprachlicher Kompetenzen mit BiSpra 2-4: Grundlagen der Testentwicklung und empirische Befunde zu einsprachigen und mehrsprachigen Lernenden. In P. Rosenberg. J. Goschler & T. Woerfel. Empirische Zugänge zu Bildungssprache und bildungssprachlichen Kompetenzen (S. 239–271). Springer.

Iglesias, P. A., Revilla, M., Heppt, B., Volodina, A., & Lechner, C. (2024). Protocol for a web survey experiment studying the feasibility of asking respondents to capture and submit photos of the books they have at home and the resulting data quality. Open Research Europe.

Jaekel, N., Schurig, M., & Lorenz, E. (2024). Moving beyond binary language status in research: Investigating early foreign language learning and linguistic distance. Research Methods in Applied Linguistics, Band (3). https://doi.org/10.1016/j.rmal.2024.100151

Jansen, M. P., Becker, B., Salikutluk, Z., Garritzmann, S., & Roßteutscher, S. (2024). I (dont) need to know that I can make it. Socioeconomic differences in the link between students’ academic self-efficacy and their educational aspirations and decisions. Cogent Education, Band (2355006). https://doi.org/10.05.2025

Kiel, N., Samdan, G., Wienke, A., Reinelt, T., Pauen, S., Mathes, B., & Herzmann, C. (2024). From co-regulation to self-regulation: Maternal soothing strategies and self-efficacy in relation to maternal reports of infant regulation at 3 and 7 months. Infant Mental Health Journal. https://doi.org/10.1002/imhj.22098

Klein, C. S., Hollmann, K., Kühnhausen, J., Alt, A. K , Pascher, A., Seizer, L., Primbs, J., Ilg, W., Thierfelder, A., Severitt, B., Passon, H., Wörz, U., Lautenbacher, H., Bethge, W. A., Löchner, J., Holderried, M., Swoboda, W., Kasneci, E., Giese, M. A., Ernst, C., Barth, G. M., Conzelmann, A., Menth, M., Gawrilow, C., & Renner, T. J. (2024). Lessons learned from a multimodal sensor-based eHealth approach for treating pediatric obsessive-compulsive disorder. Frontiers in Digital Health.

Kray, J., Karbach, J., & Ferdinand, N. (2024). Entwicklungspsychologie des Erwachsenenalters und der Lebensspanne. Kohlhammer.

Krokos, O. , Brandhorst, I. , Seizer, L. , Gawrilow, C. , & Löchner, J. (2024). Improving mental health by improving the mental health literacy? Study protocol for a randomised controlled evaluation of an e-mental health application as a preventive intervention for adolescents and young adults. Internet Interventions, Band (36). https://doi.org/10.1016/j.invent.2024.100733

Kuhl, J. , Hußmann, A. , & Schulze, S. (2024). Fördern und Unterstützen – Der Einsatz von digitalen Medien im inklusiven Unterricht. In V. Heitplatz & L. Wilkens. Die Rehabilitationstechnologie im Wandel: Eine Mensch-Technik-Umwelt Betrachtung. Eldorado. http://dx.doi.org/10.17877/DE290R-24337